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

dc.creatorSolano L.A.C.spa
dc.creatorRico S.E.P.spa
dc.creatorLeal J.E.F.spa
dc.date.accessioned2017-12-19T19:36:41Z
dc.date.available2017-12-19T19:36:41Z
dc.date.created2017
dc.identifier.issn15179702
dc.identifier.urihttp://hdl.handle.net/11407/4252
dc.description.abstractThis 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.eng
dc.language.isospa
dc.publisherFaculdade de Educacao da Universidade de Sao Paulospa
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85020192393&doi=10.1590%2fS1517-9702201611150509&partnerID=40&md5=a3d50ffb1fa66f2894db61b487aaa987spa
dc.sourceScopusspa
dc.titleReflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticasspa
dc.titleReflections in a community of practice on impossible triangles in mathematics classesspa
dc.typeArticleeng
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.contributor.affiliationSolano, L.A.C., Universidad de Medellín, Medellín, Colombiaspa
dc.contributor.affiliationRico, S.E.P., Universidad Industrial de Santander, Bucaramanga, Colombiaspa
dc.contributor.affiliationLeal, J.E.F., Universidad Industrial de Santander, Bucaramanga, Colombiaspa
dc.identifier.doi10.1590/S1517-9702201611150509
dc.subject.keywordCommunity of practiceeng
dc.subject.keywordDigital technologieseng
dc.subject.keywordReflectioneng
dc.subject.keywordTeacher educationeng
dc.publisher.facultyFacultad de Ciencias Básicasspa
dc.abstractThis 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.eng
dc.creator.affiliationUniversidad de Medellín, Medellín, Colombiaspa
dc.creator.affiliationUniversidad Industrial de Santander, Bucaramanga, Colombiaspa
dc.relation.ispartofesEducacao e Pesquisaspa
dc.relation.ispartofesEducacao e Pesquisa Volume 43, Issue 2, 2017, Pages 453-466spa
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dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.type.driverinfo:eu-repo/semantics/article
dc.identifier.reponamereponame:Repositorio Institucional Universidad de Medellínspa
dc.identifier.instnameinstname:Universidad de Medellínspa


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