Teaching And Learning In Mathematics
Mostrando 25-36 de 223 artigos, teses e dissertações.
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25. Algunos factores asociados al desempeño académico en matemáticas y sus proyecciones en la formación docente
Abstract Based on evidence and empirical analysis of different variables associated to academic achievement, this research aims to identify elements to be considered in the training process of early education mathematics teachers. Among the different researched factors, affective-attitudinal factors linked to mathematics learning are highlighted, due to the
Educ. Pesqui.. Publicado em: 22/06/2017
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26. Reflexión de futuros profesores de matemáticas sobre problemas profesionales relacionados con la enseñanza del álgebra escolar
Abstract In this study, the reflections of two future mathematics teachers is analyzed through the professional problems related to teaching and learning school algebra that they identify, define, and face during teaching practice. For this purpose, we planned and implemented a teacher education module in the practicum of an undergraduate mathematics and phy
Bolema. Publicado em: 2017-04
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27. Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticas
Abstract This paper presents results of an investigation developed in a community of practice of mathematics educators who incorporate digital technologies in their professional practices in Colombia. The study concentrates on the problematics of the use of technology for mathematics teaching and its restricted use, which prevents real impact on mathematics
Educ. Pesqui.. Publicado em: 08/12/2016
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28. Manifestaciones de los Profesores de Matemáticas sobre sus Prácticas de Evaluación de la Resolución de Problemas
Abstract Assessments are one of the organizers of the curriculum and should be part of the teaching and learning, as well as through the acquisition of learning. Together, we understand that problem solving is a learning objective, as reflected in the curriculum proposals, so that it becomes subject to evaluation. In our research we developed a questionnaire
Bolema. Publicado em: 2016-08
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29. Modelo de Competencias Profesionales de Matemáticas (MCPM) y su Implementación en Profesores de Enseñanza Primaria en Chile
Abstract This research project analyzed primary school teachers from 7th grade (second-cycle) enrolled in training through a Model of Professional Competences in Mathematics. The aim of the project was to develop and implement a teaching methodology that relates mathematics and pedagogical knowledge and teaching practice, with a view to updating mathematics
Bolema. Publicado em: 2016-08
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30. Las Funciones Semióticas como Instrumento de Diagnóstico y Abordaje de Errores
Abstract Semiotic functions are theoretical and methodological tools used by the Ontosemiotic Approach of Cognition and Mathematics Instruction (OSA) to study the construction of meanings of mathematical objects. In this paper, through some examples, the use of such functions is described for dealing different problems in university students learning. From t
Bolema. Publicado em: 2016-08
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31. ¿Se trabajan de forma interdisciplinar música y matemáticas en educación infantil?
Abstract The purpose of this investigation is to analyse whether music and mathematics are subjects taught in an interdisciplinary way in the earliest school years, a methodological option that had a great impact in the past few years on this educational stage, opposed to the traditional methods.The sample is made up by 360 teachers of early childhood educat
Educ. Pesqui.. Publicado em: 2015-12
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32. Conocimiento Especializado de un Profesor de Matemáticas de Educación Primaria al Enseñar los Números Racionales
We describe the specialized knowledge of an expert Primary Education math teacher while teaching the topic of rational numbers to students of 11-12 years old. Using a category system of the subdomains of the Mathematics Teacher's Specialized Knowledge model (MTSK), a content analysis of the transcripts of 21 classes taught was performed. This allowed us to a
Bolema. Publicado em: 2015-04
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33. Aspectos Epistemológicos, Históricos y Didácticos del Conocimiento Profesional del Profesorado Universitario de Probabilidad
Educational research has highlighted the need for further research into the knowledge base of university teaching faculty, which needs to go beyond a mere familiarity with mathematical content. What is termed University Teaching Faculty Professional Knowledge would include aspects related to the current teaching of the discipline, such as the perspectives of
Bolema. Publicado em: 2015-04
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34. Proof in mathematics education: research, learning and teaching
Bolema. Publicado em: 2014-04
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35. Gestión didáctica en clases y su relación con las decisiones del profesor: el caso del teorema de pitágoras en séptimo grado
This paper reports the analysis of the didactical management of two mathematics teachers in Chile, from direct observation of their geometry classes about the Pythagorean Theorem, in grade 7 and students 12 to 13 years old. The aim of the study is to detect in classroom management, indicators of teachers´didactical decisions about the topic and see if their
Bolema. Publicado em: 2014-04
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36. Análisis según el modelo cognitivo APOS* del aprendizaje construido del concepto de la derivada
This work was motivated by the poor performance of first year undergraduates in college. Therefore, our interest was to investigate how students learn mathematics, how they construct knowledge, and which is the level of their constructed learning of a mathematical content that is especially difficult for them, i.e. the concept of derivative and its applicati
Bolema. Publicado em: 2014-04