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Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticas

Reflections in a community of practice on impossible triangles in mathematics classes

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Date
2017
Author
Solano L.A.C.
Rico S.E.P.
Leal J.E.F.
Universidad de Medellín, Medellín, Colombia
Universidad Industrial de Santander, Bucaramanga, Colombia

Citación

       
TY - GEN T1 - Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticas T1 - Reflections in a community of practice on impossible triangles in mathematics classes AU - Solano L.A.C. AU - Rico S.E.P. AU - Leal J.E.F. Y1 - 2017 UR - http://hdl.handle.net/11407/4252 PB - Faculdade de Educacao da Universidade de Sao Paulo AB - ER - @misc{11407_4252, author = {Solano L.A.C. and Rico S.E.P. and Leal J.E.F.}, title = {Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticasReflections in a community of practice on impossible triangles in mathematics classes}, year = {2017}, abstract = {}, url = {http://hdl.handle.net/11407/4252} }RT Generic T1 Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticas T1 Reflections in a community of practice on impossible triangles in mathematics classes A1 Solano L.A.C. A1 Rico S.E.P. A1 Leal J.E.F. YR 2017 LK http://hdl.handle.net/11407/4252 PB Faculdade de Educacao da Universidade de Sao Paulo AB OL Spanish (121)
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Abstract
This paper presents results of an investigation developed in a community of practice of mathematics educators who incorporate digital technologies in their professional practices in Colombia. The study concentrates on the problematics of the use of technology for mathematics teaching and its restricted use, which prevents real impact on mathematics learning. In this regard, the research's general objective is: to describe negotiated meanings (in terms of learning) in a community of practice of mathematics educators that incorporate digital technology in their professional practices. The investigation follows a qualitative methodology called collaborative action research. As for findings, we emphasized experiences with teachers of secondary education who have worked with the methodological model of Reflection-and-Action. This model revolves around the processes of reflection in action, reflection-for action, and reflection-on the action of the teachers who participate in the community of practice. We focused on teachers' reflections on building angles with the support of technology in a mathematics class with eighth graders. We concluded that the set of reflective processes reveals how the course of the class planned by teachers can change as a result of the concrete or virtual teaching resources that they select and use to promote mathematics activities for their students.
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http://hdl.handle.net/11407/4252
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