Scaffolding and teaching reflexivity for equity In first-year university mathematics

Abstract

Seeking to broaden the predominant approach in Chile in studies on university equity, which has mainly considered policy analysis and student perceptions, this study proposes a look at a first-year university mathematics leveling device from the perspective of classroom teaching
practices, characterized as pedagogical scaffolding and the process of teaching reflexivity that is its correlate. Case study with a qualitative approach and based on the coding of class videos and teacher interviews. The research is carried out within the framework of the accompaniment of
the pedagogical advisor who is a researcher and author of the study. The results show that: The teaching practice in the classroom can be characterized as scaffolding, observing 3 types of intervention that are distinguished by the level of intensity of the mediation. The process of teaching reflexivity translates into decision-making that adjusts the didactic approach to facilitate learning. Summarizing, assuming the equitable perspective frames the practice and reflection of teachers around it.