¿Cómo los gestos de los maestros afectan a la atención visual de las estudiantes durante el discurso matemático?
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Abstract
Interaccionar con los estudiantes y construir una buena relación es fundamental para que los maestros enseñen, comuniquen conceptos básicos y se conecten emocionalmente con sus estudiantes. Este artículo reporta un estudio que se llevó a cabo en una escuela de educación primaria en Santiago de Chile, donde una muestra de 33 estudiantes (niñas), seleccionadas al azar, llevaban una minicámara de vídeo anexada en sus gafas en el momento que participaban en las clases de matemáticas. Usando imágenes de Google, se buscaron, de forma automática y objetiva, registros de las grabaciones en las que el profesor de la clase aparecía en el campo visual de las estudiantes. Los resultados muestran que las estudiantes prestaron mucha más atención visual en las clases de matemáticas cuando el discurso de los profesores iba acompañado de gestos. Además, hubo diferencias entre las niñas con alto y bajo rendimiento y en cómo se involucraron visualmente durante la instrucción de los maestros en diferentes momentos de la lección. También, se presentaron diferencias en relación con cómo las alumnas introvertidas y las extrovertidas se involucraban visualmente mientras el maestro hacía gestos. Los resultados de este estudio son muy importantes para poder construir una buena relación interaccional entre profesor-alumno y mejorar las prácticas profesionales de enseñanza.
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