Ingeniería  didáctica  para  desarrollar  el  sentido  algebraico de maestros en formación

Aké, Lilia P.; Godino, Juan D.; Fernández, Teresa; Gonzato, Margherita

doi:10.35763/aiem.v1i5.70

Cited by 3 publications

(4 citation statements)

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“…In line with the above, in the preliminary phase, the notion of reference meaning of the natural number (MORALES-GARCIA; NAVARRO, 2021) guided the type of tasks that could be designed, from the epistemology of the intended mathematical content (AKÉ et al, 2014). The above is a contribution to mobile content design (BRAZUELO; GALLEGO, 2014), given that, in most researches, a specific mathematical concept studied is not identified BURKE, 2015).…”

Section: Discussionmentioning

confidence: 96%

Training intervention as a means for the implementation of mobile learning

2022

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In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

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Section: Discussionmentioning

confidence: 96%

Training intervention as a means for the implementation of mobile learning

2022

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“…It should be noted that the proposal's perspective on reasoning is based on a pragmatist view of mathematical knowledge formation (as well as school mathematical knowledge), which incorporates the semiotic, anthropological, and pragmatic postulates of OSA (Godino et al, 2007(Godino et al, , 2019. That is to say, in accordance with the suggestions of Aké (2013) for algebra, and Molina (2019) for geometry, in order to speak about school statistics, one must resort to an integrated and transdisciplinary vision that involves Statistical thinking, Statistical reasoning, and Statistical literacy, since each of these approaches to school statistics is developed from psychological, epistemic, and semiotic perspectives, respectively. Thus, by considering reasoning in terms of practices, and (primary mathematical) objects and mathematical processes used in them, one moves in a certain sense through the definitions given by Ben-Zvi and Garfield (2004) for statistical literacy, statistical reasoning and statistical thinking.…”

Section: Final Reflectionsmentioning

confidence: 89%

An approach to inferential reasoning levels on the Chi-square statistic

Lugo-Armenta,

Pino-Fan

2024

EURASIA J Math Sci Tech Ed

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This paper presents an approach of progressive levels of inferential reasoning on the Chi-square statistic, going from informal to formal reasoning. The proposal is based on epistemic criteria retrieved from a historical-epistemological study of such statistic and the contributions of statistics education literature on inferential reasoning. In this regard, some theoretical and methodological notions from the onto-semiotic approach were used to identify meanings attributed to the Chi-square statistic throughout its evolution and development. The mathematical characteristics of those meanings are closely linked to the indicators of the levels proposed. The nature of the four levels on the Chi-square statistic allowed us to develop an initial approach to levels of inferential reasoning, which could be applied to other statistics such as z, student’s t and F.

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“…Estas tareas fueron seleccionadas de las diferentes investigaciones referidas al álgebra en la escuela primaria, así como de los libros de texto. Para la selección y modificación de las tareas se tomaron en cuenta dos criterios: por un lado, el nivel de algebrización según su carácter potencial para promover el pensamiento algebraico TED (Aké y Godino, 2018), y por otro, el tipo de conocimiento que puede manifestarse a través de la resolución (Aké et al, 2014;Godino et al, 2017). En las primeras cuatro tareas, la información sobre el conocimiento común busca caracterizar el nivel de algebrización de la actividad matemática expuesta.…”

Section: Descripción Y Análisis Previo De Las Tareasunclassified

“…Investigaciones referidas en este campo se justifican porque "la mayoría de los profesores de la escuela primaria tienen poca experiencia con los aspectos del pensamiento algebraico [...] [por lo que] se debe proveer formas apropiadas de apoyo profesional que produzcan cambios en las prácticas instruccionales" (Blanton y Kaput, 2005, p. 414). Considerando la existencia de relaciones significativas entre las competencias de los maestros y el desempeño de los niños, y la poca evidencia sistemática de los efectos en la formación en maestros de acciones instruccionales específicas (Aké et al, 2014, Borko et al, 2005Jacobs et al, 2007), este tipo de investigaciones es pertinente.…”

Section: Introductionunclassified

El carácter algebraico en el conocimiento matemático de maestros en formación

Aké

2020

Tecné. Episteme. Didaxis: TED

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La integración del pensamiento algebraico en la escuela primaria es un tema de interés actual para la investigación en Didáctica de la Matemática. Sin embargo, esta integración demanda por parte de los maestros el desarrollo de un conocimiento que les permita construir una visión para reconocer tanto el carácter algebraico de las tareas matemáticas como promover el pensamiento algebraico en los niños. El presente artículo de investigación de tipo cualitativo analiza el carácter algebraico del conocimiento matemático de futuros maestros. Se utilizaron las propuestas teóricas sobre el conocimiento didáctico-matemático y los niveles de algebrización que permitieron, a partir de la aplicación de un cuestionario, describir y analizar los conocimientos manifestados por un grupo de cuarenta maestros de primaria en formación cuando resuelven tareas matemáticas, al poner de manifiesto en su resolución el carácter algebraico. Los resultados informan que los futuros docentes presentan dificultades para resolver tareas utilizando un conocimiento algebraico consolidado. Se concluye que es necesario proporcionar a los futuros maestros escenarios en donde experimenten procesos de desarrollo para el pensamiento algebraico relacionados con la generalización de las propiedades estructurales y relaciones funcionales que subyacen en las ideas matemáticas.

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Ingeniería didáctica para desarrollar el sentido algebraico de maestros en formación

Cited by 3 publications

References 14 publications

Training intervention as a means for the implementation of mobile learning

Training intervention as a means for the implementation of mobile learning

An approach to inferential reasoning levels on the Chi-square statistic

El carácter algebraico en el conocimiento matemático de maestros en formación

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