: This work focuses on the analysis of the productions –resolutions and discussions– of a group of 18 primary school teachers in the framework of an education Seminar on geometry didactics, which includes the use of a dynamic geometry program. The debates manifested in the first classes are shared and analyzed by establishing relationships between procedures that teachers usually put into play in a pencil and paper environment with those deployed when using said software. We ’ve tried to account for the tensions that occurred when including the “dragging” of the elements of a drawing made with GeoGebra, as part of the new working conditions. We warn about the need to generate a space for negotiation in the classroom in relation to the movement of the drawings and also about how to approach the notion of “drag” from the productions of the students.
{"title":"Primeros contactos de un grupo de docentes de escuela primaria con GeoGebra: tensiones entre conocimientos geométricos y el uso del programa","authors":"Horacio Itzcovich, Rodolfo Murúa","doi":"10.24844/em3403.12","DOIUrl":"https://doi.org/10.24844/em3403.12","url":null,"abstract":": This work focuses on the analysis of the productions –resolutions and discussions– of a group of 18 primary school teachers in the framework of an education Seminar on geometry didactics, which includes the use of a dynamic geometry program. The debates manifested in the first classes are shared and analyzed by establishing relationships between procedures that teachers usually put into play in a pencil and paper environment with those deployed when using said software. We ’ve tried to account for the tensions that occurred when including the “dragging” of the elements of a drawing made with GeoGebra, as part of the new working conditions. We warn about the need to generate a space for negotiation in the classroom in relation to the movement of the drawings and also about how to approach the notion of “drag” from the productions of the students.","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116309395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Problemas de la XXIX Olimpiada Internacional de Matemáticas","authors":"Carlos Bosch Giral","doi":"10.24844/em0101.05","DOIUrl":"https://doi.org/10.24844/em0101.05","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129345311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Walter Gonzales Caicedo, Cecilia Gaita Iparraguirre
: This paper analyzes the role of the Definite Integral in the training of chemical engineering students. The praxeologies in which the definite integral is involved are identified, both in the mathematical discipline and in the intermediate discipline with the profession. For this purpose, the textbooks of mathematics and specialty courses are analyzed, taking into account elements of the Anthropological Theory of Didactics. The notions of generator of a type of tasks ( 𝐺𝑇 in spanish) and variables ( 𝑉 𝑖 in spanish) are used to identify the praxeologies as they allow to relate the specific and the generic. The praxeological models identified support the field of mathematical activity at stake. This makes explicit those technical and technological elements that should be emphasised when organising a course in integral calculus for chemical engineering students. In this way, the course will respond to activities in their professional environment.
{"title":"La integral definida en la formación de un ingeniero químico: Análisis praxeológico","authors":"Walter Gonzales Caicedo, Cecilia Gaita Iparraguirre","doi":"10.24844/em3403.09","DOIUrl":"https://doi.org/10.24844/em3403.09","url":null,"abstract":": This paper analyzes the role of the Definite Integral in the training of chemical engineering students. The praxeologies in which the definite integral is involved are identified, both in the mathematical discipline and in the intermediate discipline with the profession. For this purpose, the textbooks of mathematics and specialty courses are analyzed, taking into account elements of the Anthropological Theory of Didactics. The notions of generator of a type of tasks ( 𝐺𝑇 in spanish) and variables ( 𝑉 𝑖 in spanish) are used to identify the praxeologies as they allow to relate the specific and the generic. The praxeological models identified support the field of mathematical activity at stake. This makes explicit those technical and technological elements that should be emphasised when organising a course in integral calculus for chemical engineering students. In this way, the course will respond to activities in their professional environment.","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116655694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Un estudio de clases virtual para promover la construcción del infinito actual en estudiantes de educación media y primer año de universidad desde la perspectiva de la teoría APOE","authors":"Tamara Lasnibat Godoy, Mónica Flores Sepúlveda, Eduardo Puraivan Huenumán","doi":"10.24844/em3403.08","DOIUrl":"https://doi.org/10.24844/em3403.08","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125498707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joana Brocardo, Catarina Delgado, Fátima Mendes, João Pedro Mendes Da Ponte
{"title":"Ações do professor e desenvolvimento do raciocínio matemático durante a discussão coletiva de uma tarefa","authors":"Joana Brocardo, Catarina Delgado, Fátima Mendes, João Pedro Mendes Da Ponte","doi":"10.24844/em3402.04","DOIUrl":"https://doi.org/10.24844/em3402.04","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132144180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resumen: Se describen los referentes teóricos/metodológicos y elementos que estructuran el diseño de un entorno de aprendizaje centrado en las construc-ciones euclidianas (un tipo particular de construcciones con regla y compás) con el software GeoGebra y dirigido a futuros profesores de matemáticas. Desde una perspectiva histórica-cultural del aprendizaje y la enseñanza, se presenta una conceptualización del saber docente, del aprendizaje de este saber y de la actividad formativa que hace posible dicho aprendizaje. Los elementos del diseño incluyen una caracterización del saber acerca de las construcciones euclidianas con GeoGebra (SACEG), como un saber alimentado por una ver-tiente disciplinaria y profesional, el motivo, objetivo y metas de la actividad formativa, las tareas de la formación y las interacciones posibles entre el for-mador y los futuros profesores al resolver las tareas. Este diseño aporta ele-mentos para el debate acerca de las exigencias propias de la promoción (o no) del aprendizaje del SACEG en contextos de formación inicial de profesores de matemáticas.
{"title":"Diseño de un entorno de aprendizaje del saber docente acerca de las construcciones euclidianas con GeoGebra","authors":"Juan Luis Prieto G., Elizabeth h. Arredondo","doi":"10.24844/em3402.01","DOIUrl":"https://doi.org/10.24844/em3402.01","url":null,"abstract":"Resumen: Se describen los referentes teóricos/metodológicos y elementos que estructuran el diseño de un entorno de aprendizaje centrado en las construc-ciones euclidianas (un tipo particular de construcciones con regla y compás) con el software GeoGebra y dirigido a futuros profesores de matemáticas. Desde una perspectiva histórica-cultural del aprendizaje y la enseñanza, se presenta una conceptualización del saber docente, del aprendizaje de este saber y de la actividad formativa que hace posible dicho aprendizaje. Los elementos del diseño incluyen una caracterización del saber acerca de las construcciones euclidianas con GeoGebra (SACEG), como un saber alimentado por una ver-tiente disciplinaria y profesional, el motivo, objetivo y metas de la actividad formativa, las tareas de la formación y las interacciones posibles entre el for-mador y los futuros profesores al resolver las tareas. Este diseño aporta ele-mentos para el debate acerca de las exigencias propias de la promoción (o no) del aprendizaje del SACEG en contextos de formación inicial de profesores de matemáticas.","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126648584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. S. G. García González, Carlos Valenzuela García
{"title":"Conversatorio SOMIDEM: rediseño del marco curricular de educación media superior","authors":"M. S. G. García González, Carlos Valenzuela García","doi":"10.24844/em3402.12","DOIUrl":"https://doi.org/10.24844/em3402.12","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115788968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Capacidad de resolución de problemas matemáticos y su relación con las estrategias de enseñanza en estudiantes del primer grado de secundaria","authors":"Clodoaldo Berrocal Ordaya, A. A. Palomino Rivera","doi":"10.24844/em3402.10","DOIUrl":"https://doi.org/10.24844/em3402.10","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134441232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La estadística y la probabilidad en los currículos de matemáticas de educación infantil y primaria de seis países representativos en el campo","authors":"Claudia Vásquez, Gabriela Cabrera","doi":"10.24844/em3402.09","DOIUrl":"https://doi.org/10.24844/em3402.09","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123945506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Crisólogo Dolores Flores, Gustavo Andrés Mosquera García
{"title":"Conceptualizaciones de la pendiente en el currículum colombiano de matemáticas","authors":"Crisólogo Dolores Flores, Gustavo Andrés Mosquera García","doi":"10.24844/em3402.08","DOIUrl":"https://doi.org/10.24844/em3402.08","url":null,"abstract":"","PeriodicalId":438012,"journal":{"name":"Educación matemática","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131228294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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