Christian Peake, Valentina Alarcón, V. Herrera, Karina Morales
{"title":"Desarrollo de la habilidad numérica inicial: aportes desde la psicología cognitiva a la educación matemática inicial","authors":"Christian Peake, Valentina Alarcón, V. Herrera, Karina Morales","doi":"10.12802/relime.21.2433","DOIUrl":"https://doi.org/10.12802/relime.21.2433","url":null,"abstract":"","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42843439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Las relaciones entre entidades componentes del valor posicional y su didáctica","authors":"María Herlinda Consuelo Martínez de la Mora","doi":"10.12802/relime.21.2432","DOIUrl":"https://doi.org/10.12802/relime.21.2432","url":null,"abstract":"","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47975719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexander Betancúr Sánchez, Solange Roa Fuentes, Silvia Juliana Ballesteros
In APOS theory (Action, Process, Object, Scheme), the design of a genetic
在APOS理论(动作、过程、对象、方案)中，基因的设计
{"title":"Una descomposición genética preliminar del concepto de eigenvalor y eigenvector: el análisis de libros de texto como sustrato en la construcción de modelos cognitivos","authors":"Alexander Betancúr Sánchez, Solange Roa Fuentes, Silvia Juliana Ballesteros","doi":"10.12802/relime.21.2431","DOIUrl":"https://doi.org/10.12802/relime.21.2431","url":null,"abstract":"In APOS theory (Action, Process, Object, Scheme), the design of a genetic","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43925535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Revistas de corriente principal","authors":"","doi":"10.12802/relime.21.2430","DOIUrl":"https://doi.org/10.12802/relime.21.2430","url":null,"abstract":"","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45640623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Función normativa de las prácticas asociadas a la construcción de templos antiguos","authors":"Alberto Camacho Ríos","doi":"10.12802/relime.21.2434","DOIUrl":"https://doi.org/10.12802/relime.21.2434","url":null,"abstract":"","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45342762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ma. Cristina Naya-Rivero, Tania F. Gómez-Sánchez, Ma. Begoña Rumbo-Arcas, María Elena Segade-Pampín
This article analyses the initial training in Mathematical Education of the Degree in Primary Education in the public universities in Spain. The aim is to study the type of mathematical knowledge defined in syllabus. For this purpose, it has been carried out a comparative study about preservice teachers' curriculum. Two comparison parameters included in the TEDS-M International report have been into account: knowledge of mathematical content and knowledge of pedagogical content. The results obtained show a high variability in the distribution of the number and nature of ECTS offered and a prevalence of the knowledge of the mathematical content in relation to the pedagogical content.
{"title":"Estudio interregional comparado de la Educación Matemática en la formación inicial del profesorado de Educación Primaria","authors":"Ma. Cristina Naya-Rivero, Tania F. Gómez-Sánchez, Ma. Begoña Rumbo-Arcas, María Elena Segade-Pampín","doi":"10.12802/relime.21.2424","DOIUrl":"https://doi.org/10.12802/relime.21.2424","url":null,"abstract":"This article analyses the initial training in Mathematical Education of the Degree in Primary Education in the public universities in Spain. The aim is to study the type of mathematical knowledge defined in syllabus. For this purpose, it has been carried out a comparative study about preservice teachers' curriculum. Two comparison parameters included in the TEDS-M International report have been into account: knowledge of mathematical content and knowledge of pedagogical content. The results obtained show a high variability in the distribution of the number and nature of ECTS offered and a prevalence of the knowledge of the mathematical content in relation to the pedagogical content.","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46155049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using preservice teachers’ (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study’s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.
{"title":"Mathematical Modeling From The Eyes Of Preservice Teachers","authors":"Zehra Taşpinar Şener, Yuksel Dede","doi":"10.12802/relime.21.2421","DOIUrl":"https://doi.org/10.12802/relime.21.2421","url":null,"abstract":"Using preservice teachers’ (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study’s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46552309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leonardo Solanilla Chavarro, Ana Celi Tamayo Acevedo
Within their concrete social and cultural circumstances, Cavalieri’s indivisibles make up an understandable theory seeking its symbols to explain the infinite-continuous at the dawn of European Modernity. Many of the key notions of this theory survive in today's mathematics.
{"title":"Anamnesis De la Teoría de dos Indivisibles de Cavalieri","authors":"Leonardo Solanilla Chavarro, Ana Celi Tamayo Acevedo","doi":"10.12802/relime.21.2422","DOIUrl":"https://doi.org/10.12802/relime.21.2422","url":null,"abstract":"Within their concrete social and cultural circumstances, Cavalieri’s indivisibles make up an understandable theory seeking its symbols to explain the infinite-continuous at the dawn of European Modernity. Many of the key notions of this theory survive in today's mathematics.","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47287242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It was sought to know the epistemology of the teachers on school mathematical knowledge. The study was framed in the Socioepistemological Theory, understanding mathematics as a human activity from epistemic relativism. This qualitative study used microscopic analysis to form categories and then dialectically analyzed those categories. The investigative interest arose when observing the influence of Eurocentrism, the mono epistemisism of the school and the absence of some knowledge in teaching. The epistemology of the teacher influences his teaching and affects the school model as a tool for change or social continuity. The results showed that teachers mostly understand mathematics as a priori knowledge, assigning to human action the role of discovering, interpreting or formalizing it.
{"title":"Epistemología de los profesores sobre el conocimiento matemático escolar: un estudio de caso","authors":"Karla Sepúlveda Obreque, Javier Lezama Andalón","doi":"10.12802/relime.21.2423","DOIUrl":"https://doi.org/10.12802/relime.21.2423","url":null,"abstract":"It was sought to know the epistemology of the teachers on school mathematical knowledge. The study was framed in the Socioepistemological Theory, understanding mathematics as a human activity from epistemic relativism. This qualitative study used microscopic analysis to form categories and then dialectically analyzed those categories. The investigative interest arose when observing the influence of Eurocentrism, the mono epistemisism of the school and the absence of some knowledge in teaching. The epistemology of the teacher influences his teaching and affects the school model as a tool for change or social continuity. The results showed that teachers mostly understand mathematics as a priori knowledge, assigning to human action the role of discovering, interpreting or formalizing it.","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49282365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"23 Desafíos matemáticos \"Debemos saber. Lo sabremos\"","authors":"","doi":"10.12802/relime.21.2420","DOIUrl":"https://doi.org/10.12802/relime.21.2420","url":null,"abstract":"","PeriodicalId":43825,"journal":{"name":"Revista Latinoamericana De Investigacion En Matematica Educativa-Relime","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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