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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
dc.creator | Solano L.A.C. | spa |
dc.creator | Rico S.E.P. | spa |
dc.creator | Leal J.E.F. | spa |
dc.date.accessioned | 2017-12-19T19:36:41Z | |
dc.date.available | 2017-12-19T19:36:41Z | |
dc.date.created | 2017 | |
dc.identifier.issn | 15179702 | |
dc.identifier.uri | http://hdl.handle.net/11407/4252 | |
dc.description.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. | eng |
dc.language.iso | spa | |
dc.publisher | Faculdade de Educacao da Universidade de Sao Paulo | spa |
dc.relation.isversionof | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020192393&doi=10.1590%2fS1517-9702201611150509&partnerID=40&md5=a3d50ffb1fa66f2894db61b487aaa987 | spa |
dc.source | Scopus | spa |
dc.title | Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticas | spa |
dc.title | Reflections in a community of practice on impossible triangles in mathematics classes | spa |
dc.type | Article | eng |
dc.rights.accessrights | info:eu-repo/semantics/restrictedAccess | |
dc.contributor.affiliation | Solano, L.A.C., Universidad de Medellín, Medellín, Colombia | spa |
dc.contributor.affiliation | Rico, S.E.P., Universidad Industrial de Santander, Bucaramanga, Colombia | spa |
dc.contributor.affiliation | Leal, J.E.F., Universidad Industrial de Santander, Bucaramanga, Colombia | spa |
dc.identifier.doi | 10.1590/S1517-9702201611150509 | |
dc.subject.keyword | Community of practice | eng |
dc.subject.keyword | Digital technologies | eng |
dc.subject.keyword | Reflection | eng |
dc.subject.keyword | Teacher education | eng |
dc.publisher.faculty | Facultad de Ciencias Básicas | spa |
dc.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. | eng |
dc.creator.affiliation | Universidad de Medellín, Medellín, Colombia | spa |
dc.creator.affiliation | Universidad Industrial de Santander, Bucaramanga, Colombia | spa |
dc.relation.ispartofes | Educacao e Pesquisa | spa |
dc.relation.ispartofes | Educacao e Pesquisa Volume 43, Issue 2, 2017, Pages 453-466 | spa |
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dc.relation.references | Geddis, A. N., & Wood, E. (1997). Transforming subject matter and managing dilemmas: A case study in teacher education. Teaching and Teacher Education, 13(6), 611-626.Ibáñez, C. (2007). Un análisis crítico del modelo del triángulo pedagógico. Revista Mexicana De Investigación Educativa, 12(32), 435-456. | spa |
dc.relation.references | Jungk, W. (1982). Conferencias Sobre Metodología De La Enseñanza De La MatemáticaLlinares, S., & Krainer, K. (2006). Mathematics (student) teachers and teacher educators as learners. Handbook of Research on the Psychology of Mathematics Education: Past, Present and Future, , 429-459. | spa |
dc.relation.references | Parada, S. (2011). Reflexión sobre la práctica profesional: Actividad matemática promovida por el profesor en su salón de clases 2011., 309. | spa |
dc.relation.references | Rizo, C. (1987). Investigación Sobre La Estructuración Del Curso De Geometría De 4.° a 6.° Grados, Basada En Las Transformaciones y La Congruencia. | spa |
dc.relation.references | Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. | spa |
dc.relation.references | Sullivan, P., & Wood, T. (2008). International Handbook of Mathematics Teacher Education. | spa |
dc.relation.references | Treffers, A. (1987). Three Dimensions: A Model of Goal and Theory Description in Mathematics Instruction - the Wiskobas Project. | spa |
dc.relation.references | Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students' command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281-307. doi:10.1007/s10758-004-3468-5 | spa |
dc.relation.references | Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Communities of Practice: Learning, Meaning, and Identity. | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | |
dc.type.driver | info:eu-repo/semantics/article | |
dc.identifier.reponame | reponame:Repositorio Institucional Universidad de Medellín | spa |
dc.identifier.instname | instname:Universidad de Medellín | spa |
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