Mostrar el registro sencillo del ítem

dc.contributor.authorRincón Leal, Olga Lucy
dc.contributor.authorJaimes, Luz Karime
dc.contributor.authorfonseca palacios, raul alexander
dc.date.accessioned2021-11-19T14:36:23Z
dc.date.available2021-11-19T14:36:23Z
dc.date.issued2020-12-16
dc.identifier.urihttp://repositorio.ufps.edu.co/handle/ufps/1137
dc.description.abstractThe purpose of this research was to propose theoretical elements for the description of the students' attitudes in the teaching of differential calculus and its applications to physics from the onto-semiotic approach in the affective and interactional suitability. The design of this research with a complementary approach of qualitative and quantitative methods, with predominance of the first one, under the interpretative paradigm. The field modality and a quasi-experimental design to evaluate the applicability of the concepts of differential calculus. The collection techniques were: first, the semi-structured interview, in order to guarantee the depth and density of the information so that it converges in an emerging system of meanings and categories; second, the application of a questionnaire to evaluate the cognitive capacity of students under the onto-semiotic and traditional approach; third, observation through surveys. The findings lead to an instructional process through which mathematical concepts are taught efficiently, the student's role is valued as being assertive, autonomous, and responsible, while the teacher contributes to the development of emotional support by increasing the student's motivation, self-confidence, and interest in learning mathematics.eng
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherJournal of Physics: Conference Seriesspa
dc.relation.ispartofJournal of Physics: Conference Series
dc.rightsContent from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI. Published under licence by IOP Publishing Ltdeng
dc.sourcehttps://iopscience.iop.org/article/10.1088/1742-6596/1674/1/012018/metaspa
dc.titleAffective and interactive suitability indicators: an experience in physics from the onto-semiotic approacheng
dc.typeArtículo de revistaspa
dcterms.referencesSierpinska A 1998 ¿Whiter Mathematics Education? Proceeding of the 8th International Conference on Mathematical Education (Sevilla: Sociedad Andaluza de Educación Matemática “Thales”)spa
dcterms.referencesVergel M, Rincón O and Jaimes L 2016 Prototipos electrónicos en el desarrollo de pensamientos formales Revista Visión Electrónica 9 21-39spa
dcterms.referencesRincón O 2016 TIC en la enseñanza de las ecuaciones diferenciales de primer orden Revista Logos Ciencia & Tecnología 8 89-100spa
dcterms.referencesArtigue M, Douady R, Moreno L and Gómnez P 1995 La enseñanza de los principios del cálculo: problemas epistemológicos, cognitivos y didácticos Ingeniería Didáctica en Educación Matemática 1 97-140spa
dcterms.referencesOrrantia J 2006 Dificultades en el aprendizaje de las matemáticas: una perspectiva evolutiva Revista Psicopedagógica 23 158-180spa
dcterms.referencesSánchez G, García M and Linares S 2008 La comprensión de la derivada como objeto de investigación en didáctica de la matemática Revista Latinoamericana de Investigación en Matemática Educativa 11 267-296spa
dcterms.referencesTall D and Vinner S 1985 Concept image and concept definition in mathematics with particular reference to limits and continuity Educational Studies in Mathematics 12 151-169spa
dcterms.referencesRincón O, Vergel M and Paz L 2019 Mobile devices for the development of critical thinking in the learning of differential equations Journal of Physics: Conference Series 1408 1-5spa
dcterms.referencesCórdoba Y, Ruiz K and Rendón E 2015 La comprensión del concepto de derivada mediante el uso de Geo Gebra como propuesta didáctica RECME 1 125-130spa
dcterms.referencesGómez I 2005 Matemática emocional. Los afectos en el aprendizaje matemático Educación Matemática 17 185-189spa
dcterms.referencesRincón J, Vergel M and Rincón O 2019 Student leaders profile according to the United Nations model a factorial analysis Journal of Physics: Conference Series 1329 1-5spa
dcterms.referencesBorbon A 2003 Algunos usos de las calculadoras y la computadora para introducir el concepto de derivada Revista Digital Matemática 4 1-5spa
dcterms.referencesRincón O, Vergel M and Martínez J 2018 TEP, matemática y comunicación democrática en educación superior Revista Espacios 39 4-18spa
dcterms.referencesVenegas M and Conejeros D 2004 ¡Una Calculadora Gratis! (México: Texas Instruments)spa
dcterms.referencesSalazar J, Vera M, Contreras Y, Gelvez E, Valbuena O, Barrera and Rincón O M 2019 Mathematical argumentation in the classroom Journal of Physics: Conference Series 1408012023 1-6spa
dc.identifier.doi10.1088/1742-6596/1674/1/012018
dc.publisher.placeMadrid , Españaspa
dc.relation.citationeditionVol.1674 No.1.(2020)spa
dc.relation.citationendpage6spa
dc.relation.citationissue1 (2020)spa
dc.relation.citationstartpage1spa
dc.relation.citationvolume1674spa
dc.relation.citesLeal, O. R., Fonseca, L. J., & Palacios, R. F. (2020, December). Affective and interactive suitability indicators: an experience in physics from the onto-semiotic approach. In Journal of Physics: Conference Series (Vol. 1674, No. 1, p. 012018). IOP Publishing.
dc.relation.ispartofjournalJournal of Physics: Conference Seriesspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución 4.0 Internacional (CC BY 4.0)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa


Ficheros en el ítem

Thumbnail

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem