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Dimensiones tecnológicas en tareas de libros de texto de matemáticas.

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Title: Dimensiones tecnológicas en tareas de libros de texto de matemáticas.
Alternate Title: Technological Dimensions in Tasks in Mathematics Textbooks.
Dimensões tecnológicas em tarefas de livros didáticos de matemática.
Authors: Hernández Sánchez, Judith Alejandra1, Elizabeth Padilla Márquez, Cinthya Adriana1, Briceño Solís, Eduardo Carlos1
Source: Revista Electrónica de Investigación Educativa. 2023, Vol. 25, p1-17. 17p.
Subject Terms: *Mathematics textbooks, *Secondary education, *Textbooks, *Educational technology, *Content analysis, *Mathematics education, *Teachers, *Learning by teaching, Information & communication technologies
Abstract (English): The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El currículum de Matemáticas de secundaria establece que la tecnología, además de proveer información y comunicación, debe favorecer aprendizajes clave; sin embargo, por diferentes motivos su alcance en las aulas es limitado. El presente estudio analiza 189 tareas de matemáticas propuestas en ocho libros de texto que usan tecnología; las tareas fueron clasificadas según el aprendizaje previsto en una de las tres dimensiones tecnológicas (informática, técnica o didáctica) mediante el análisis de contenido. Los resultados muestran diferencias tanto entre los libros que atienden los modelos SEP 2011 y SEP 2017 como entre los ejes temáticos, pero hay una tendencia favorable a promover un uso razonado de la tecnología en las aulas. Por otro lado, se identificaron también dificultades que podrían servir de guía a profesores, editoriales o autoridades al implementar, editar y elegir libros de texto, respectivamente. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): O currículo de Matemática do Ensino Secundário estabelece que a tecnologia, além de fornecer informação e comunicação, deve favorecer aprendizagens chave; no entanto, por diferentes razões, seu alcance na sala de aula é limitado. O presente estudo analisa 189 tarefas matemáticas propostas em oito livros didáticos que utilizam tecnologia; as tarefas foram classificadas de acordo com o aprendizado previsto em uma das três dimensões tecnológicas (informática, técnica ou didática) por meio de análise de conteúdo. Os resultados mostram diferenças entre os livros que seguem os modelos SEP 2011 e SEP 2017, bem como entre os eixos temáticos, mas há uma tendência favorável à promoção do uso racional da tecnologia em sala de aula. Por outro lado, também foram identificadas dificuldades que poderiam servir de guia para professores, editores ou autoridades na hora de implementar, editar e escolher livros didáticos, respectivamente. [ABSTRACT FROM AUTHOR]
Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) 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
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  Data: Dimensiones tecnológicas en tareas de libros de texto de matemáticas.
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  Data: Technological Dimensions in Tasks in Mathematics Textbooks.<br />Dimensões tecnológicas em tarefas de livros didáticos de matemática.
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  Data: <searchLink fieldCode="AR" term="%22Hernández+Sánchez%2C+Judith+Alejandra%22">Hernández Sánchez, Judith Alejandra</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Elizabeth+Padilla+Márquez%2C+Cinthya+Adriana%22">Elizabeth Padilla Márquez, Cinthya Adriana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Briceño+Solís%2C+Eduardo+Carlos%22">Briceño Solís, Eduardo Carlos</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Revista+Electrónica+de+Investigación+Educativa%22">Revista Electrónica de Investigación Educativa</searchLink>. 2023, Vol. 25, p1-17. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+textbooks%22">Mathematics textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+by+teaching%22">Learning by teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Information+%26+communication+technologies%22">Information & communication technologies</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: The mathematics curriculum for lower secondary education stipulates that technology should not only provide a means of information and communication but also support key learning. However, for various reasons, the scope of technology in classrooms is limited. This research examines 189 mathematics tasks from eight textbooks, each using technology. The tasks were classified based on expected learning in one of three technological dimensions (informational, technical or didactic) by means of content analysis. The results show differences both between textbooks following the SEP 2011 and SEP 2017 models and between content areas. There is, however, a positive trend toward promoting a well-reasoned use of technology in the classroom. Conversely, the study also identified difficulties that may serve as guidelines for teachers, publishers, and authorities in using, publishing, and selecting textbooks, respectively. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: El currículum de Matemáticas de secundaria establece que la tecnología, además de proveer información y comunicación, debe favorecer aprendizajes clave; sin embargo, por diferentes motivos su alcance en las aulas es limitado. El presente estudio analiza 189 tareas de matemáticas propuestas en ocho libros de texto que usan tecnología; las tareas fueron clasificadas según el aprendizaje previsto en una de las tres dimensiones tecnológicas (informática, técnica o didáctica) mediante el análisis de contenido. Los resultados muestran diferencias tanto entre los libros que atienden los modelos SEP 2011 y SEP 2017 como entre los ejes temáticos, pero hay una tendencia favorable a promover un uso razonado de la tecnología en las aulas. Por otro lado, se identificaron también dificultades que podrían servir de guía a profesores, editoriales o autoridades al implementar, editar y elegir libros de texto, respectivamente. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: O currículo de Matemática do Ensino Secundário estabelece que a tecnologia, além de fornecer informação e comunicação, deve favorecer aprendizagens chave; no entanto, por diferentes razões, seu alcance na sala de aula é limitado. O presente estudo analisa 189 tarefas matemáticas propostas em oito livros didáticos que utilizam tecnologia; as tarefas foram classificadas de acordo com o aprendizado previsto em uma das três dimensões tecnológicas (informática, técnica ou didática) por meio de análise de conteúdo. Os resultados mostram diferenças entre os livros que seguem os modelos SEP 2011 e SEP 2017, bem como entre os eixos temáticos, mas há uma tendência favorável à promoção do uso racional da tecnologia em sala de aula. Por outro lado, também foram identificadas dificuldades que poderiam servir de guia para professores, editores ou autoridades na hora de implementar, editar e escolher livros didáticos, respectivamente. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) 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.)
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RecordInfo BibRecord:
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        Value: 10.24320/redie.2023.25.e19.4527
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        Text: Spanish
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      – SubjectFull: Mathematics education
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      – TitleFull: Dimensiones tecnológicas en tareas de libros de texto de matemáticas.
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