Bibliographic Details
| Title: |
ESTRATEGIAS DIDÁCTICAS Y CONOCIMIENTO ESPECIALIZADO DE PROFESORES DE MATEMÁTICAS. UN CASO EN ÁLGEBRA ESCOLAR. |
| Alternate Title: |
TEACHING STRATEGIES AND MATHEMATICS TEACHER'S SPECIALIZED KNOWLEDGE. A CASE IN SCHOOL ALGEBRA. |
| Authors: |
Sandoval, Ivonne1 isandoval@upn.mx, Solares Rojas, Armando1 asolares@g.upn.mx, García-Campos, Montserrat1 mgarciac@g.upn.mx |
| Source: |
Conference Papers -- Psychology of Mathematics & Education of North America. 10/5/2017, p567-580. 14p. |
| Subject Terms: |
*Algebra education, *Mathematics teachers, *Mathematics education, *Effective teaching, *Educational technology |
| Abstract (English): |
We present results of the analysis of knowledge used by a secondary school mathematics teacher in her classroom practice. This knowledge takes shape and is displayed as specific teaching strategies in the management of her class when she incorporates Computer Algebra Systems. Based on observations of regular classes, we find that her knowledge (mathematical, pedagogical and technological) is put into action at various moments during the lesson and through a variety of teaching strategies. These strategies depend on many factors, such as the planned objective of the lesson, the specific moment in the class, student participation, and the use of technological tools. Within such complexity, the teacher applies her teaching strategies in a flexible way, and manages to control and even modify the course of her class. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Presentamos los resultados del análisis de los conocimientos puestos en acción por una maestra de matemáticas de secundaria en su práctica en el aula. Éstos toman forma y se despliegan como estrategias didácticas específicas para gestionar su clase cuando incorpora Computer Algebra Systems. A partir de observaciones no participantes de clases cotidianas y entrevistas, encontramos que los conocimientos de esta maestra (matemáticos, didácticos y tecnológicos) son movilizados en varios momentos y a través de diversas estrategias didácticas. Ello depende de una amplia diversidad de factores entre los que destacan el objetivo de la planeación, el momento específico de la clase, las participaciones de los estudiantes y el uso de la herramienta tecnológica. En esta complejidad la maestra aplica sus estrategias didácticas de manera flexible y logra controlar e incluso modificar la gestión de su clase. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
