ESTRATEGIAS DIDÁCTICAS Y CONOCIMIENTO ESPECIALIZADO DE PROFESORES DE MATEMÁTICAS. UN CASO EN ÁLGEBRA ESCOLAR.
Saved in:
| 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] |
| Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 126399500 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: ESTRATEGIAS DIDÁCTICAS Y CONOCIMIENTO ESPECIALIZADO DE PROFESORES DE MATEMÁTICAS. UN CASO EN ÁLGEBRA ESCOLAR. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: TEACHING STRATEGIES AND MATHEMATICS TEACHER'S SPECIALIZED KNOWLEDGE. A CASE IN SCHOOL ALGEBRA. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sandoval%2C+Ivonne%22">Sandoval, Ivonne</searchLink><relatesTo>1</relatesTo><i> isandoval@upn.mx</i><br /><searchLink fieldCode="AR" term="%22Solares+Rojas%2C+Armando%22">Solares Rojas, Armando</searchLink><relatesTo>1</relatesTo><i> asolares@g.upn.mx</i><br /><searchLink fieldCode="AR" term="%22García-Campos%2C+Montserrat%22">García-Campos, Montserrat</searchLink><relatesTo>1</relatesTo><i> mgarciac@g.upn.mx</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 10/5/2017, p567-580. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Algebra+education%22">Algebra education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126399500 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: mul Text: Multiple languages PhysicalDescription: Pagination: PageCount: 14 StartPage: 567 Subjects: – SubjectFull: Algebra education Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Educational technology Type: general Titles: – TitleFull: ESTRATEGIAS DIDÁCTICAS Y CONOCIMIENTO ESPECIALIZADO DE PROFESORES DE MATEMÁTICAS. UN CASO EN ÁLGEBRA ESCOLAR. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sandoval, Ivonne – PersonEntity: Name: NameFull: Solares Rojas, Armando – PersonEntity: Name: NameFull: García-Campos, Montserrat IsPartOfRelationships: – BibEntity: Dates: – D: 05 M: 10 Text: 10/5/2017 Type: published Y: 2017 Titles: – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America Type: main |
| ResultId | 1 |
