Promoting Proportional Reasoning with the Support of Digital Technology = Promoviendo el razonamiento proporcional con apoyo de la tecnología digital
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| Title: | Promoting Proportional Reasoning with the Support of Digital Technology = Promoviendo el razonamiento proporcional con apoyo de la tecnología digital |
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| Language: | English Spanish |
| Authors: | Ortiz, Erasmo Islas, Cuevas-Vallejo, Carlos A., Orozco-Santiago, José |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2022 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Speeches/Meeting Papers Reports - Research Multilingual/Bilingual Materials |
| Education Level: | Secondary Education |
| Descriptors: | Mathematical Concepts, Mathematical Logic, Mathematics Instruction, Educational Technology, Foreign Countries, Secondary School Students, Concept Formation |
| Geographic Terms: | Mexico |
| Abstract: | In this report, we present an advance of doctoral research. We explore teaching alternatives that promote proportional reasoning in Mexican students between 14 and 15 years old with the support of digital technology. We designed a sequence of activities that pretends to signify the concepts of ratio and proportion in their diverse representations and from the perspective of linear functions. For the design of the tasks, elements of the Realistic Mathematics Education framework and Cuevas-Pluvinage Didactics were used. The learning objectives and proposed activities were organized through a hypothetical learning trajectory. Subject to presenting the group results, we randomly selected a student to present the analysis of the results achieved. We found that the tasks promoted proportional reasoning. [For the complete proceedings, see ED630210.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED630390 |
| Database: | ERIC |
| Abstract: | In this report, we present an advance of doctoral research. We explore teaching alternatives that promote proportional reasoning in Mexican students between 14 and 15 years old with the support of digital technology. We designed a sequence of activities that pretends to signify the concepts of ratio and proportion in their diverse representations and from the perspective of linear functions. For the design of the tasks, elements of the Realistic Mathematics Education framework and Cuevas-Pluvinage Didactics were used. The learning objectives and proposed activities were organized through a hypothetical learning trajectory. Subject to presenting the group results, we randomly selected a student to present the analysis of the results achieved. We found that the tasks promoted proportional reasoning. [For the complete proceedings, see ED630210.] |
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