Mostrando ítems 1-4 de 4

Development of random thinking: Reflections and considerations

Salazar-Torres, Juan-Pablo; Rincón Leal, Olga Lucy; Vera, M; Omaña, L; Lizcano, L; Huérfano, Y; Vargas, D (Journal of Physics: Conference SeriesMadrid , España, 2020-06-16)

This article discloses some considerations and reflections in the teaching of random thinking and data systems based on a documentary review. A documentary sample was used consisting of 40 documentary sources (articles, ...
Developmental perspectives of numerical thinking for the interpretation of physical quantities

Rincón Leal, Olga Lucy; Salazar-Torres, Juan-Pablo; Valbuena-Prada, Oscar (Journal of Physics: Conference SeriesMadrid , España, 2020-11-04)

This research reveals the perspectives in the teaching of numerical thinking through a documentary review. The representation of physical elements such as functions, vectors and operators, and their subsequent interpretation ...
Mathematical argumentation in the classroom

Rincón Leal, Olga Lucy; Salazar-Torres, Juan-Pablo; CONTRERAS SANTANDER, YUDITH LILIANA; Valbuena-Prada, Oscar ; Gelvez-Almeida, Elkin; Vera, M; Barrera, D (Journal of Physics: Conference SeriesMadrid , España, 2019-11-26)

The article shares some elements of comprehensive type about "mathematical argumentation in the classroom"; whose analysis, was made from two fundamental categories in the development of an oral mathematical argumentation ...
The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context

Rincón Leal, Olga Lucy; Vergel Ortega, Mawency; Salazar-Torres, Juan-Pablo (Journal of Physics: Conference SeriesMadrid , España, 2021-08-09)

Polya propose the didactic problem-solving strategy to strengthen the teaching and learning processes in the mathematic field. Thus, this strategy can be applied in other fields such as physics teaching the article proposes ...

Envíos recientes

Development of random thinking: Reflections and considerations
...
Salazar-Torres, Juan-Pablo | 2020-06-16

This article discloses some considerations and reflections in the teaching of random thinking and data systems based on a documentary review. A documentary sample was used consisting of 40 documentary sources (articles, postgraduate dissertations and books), published in indexed journals, about random thinking. The research was based on a qualitative content analysis method which used the coding and categories saturation process. The results let us establish conceptual relationships considering three dimensions linked to the random thinking teaching, they are: epistemological corpus, theoretical corpus and the social function. The results allow to base new proposals of curricular, didactic and evaluative type for the teaching of this thinking, at the same time, it allows to carry out processes of self-assessment of the teaching practice and of the need that currently exists before the research in the classroom and the contextualization of mathematical knowledge.

LEER
Developmental perspectives of numerical thinking for the interpretation of physical quantities
...
Rincón Leal, Olga Lucy | 2020-11-04

This research reveals the perspectives in the teaching of numerical thinking through a documentary review. The representation of physical elements such as functions, vectors and operators, and their subsequent interpretation through numerical thinking gives meaning to the physical quantities that such elements represent. A documentary sample integrated for 40 sources on numerical thinking such as articles published in indexed journals, postgraduate dissertations, and books is considered. A qualitative content analysis method is used. First, an encoding procedure is applied for tagging the extracted information from the source documents. Then, a split and merge procedure is considered in order to establish from the tags the dimensions and categories that allow determining the conceptual relationships that support the developmental perspectives of numerical thinking. The method reveals that the numerical thinking can be developed in the global context from four perspectives, namely, historical, theoretical, curricular, and social perspectives. From these results, an incorporation of the such perspectives can be institutionalized for promoting curricular, didactic and evaluative new proposals for numerical thinking teaching.

LEER
Mathematical argumentation in the classroom
...
Rincón Leal, Olga Lucy | 2019-11-26

The article shares some elements of comprehensive type about "mathematical argumentation in the classroom"; whose analysis, was made from two fundamental categories in the development of an oral mathematical argumentation process for the conviction, contradiction and validation of a written mathematical argumentation process. The research addressed two central categories of argumentation as a discursive form, the first one is the epistemic position, and the second one is the discursive position that students unveil at the time of mathematically arguing the solution to a problem situation. The research was developed under the interpretative paradigm through the design of a case study directed by the theory and technique of a focal group, for the collection of information. In the findings, difficulties in the passage were evidenced from the semantic to the theoretical from the epistemic position; regarding the discursive position, the presence of three discursive forms was revealed: description, explanation and argumentation, the latter being the least used by the students.

LEER
The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context
...
Rincón Leal, Olga Lucy | 2021-08-09

Polya propose the didactic problem-solving strategy to strengthen the teaching and learning processes in the mathematic field. Thus, this strategy can be applied in other fields such as physics teaching the article proposes an evaluation strategy based on the design of a rubric to assess the processes associated with solving mathematical problems, as a classroom research work based on Research, Pedagogical Action. As one of the results, an analytical rubric composed of criteria and indicators associated with the steps of Polya problem solving is proposed, as well as a reflection associated with the teaching of problem solving in the engineering area.

LEER

‹›

Repositorio Digital

Listar EULER por autor "d3d10aa98acd1a12c2fc03292880d954"

Development of random thinking: Reflections and considerations

Developmental perspectives of numerical thinking for the interpretation of physical quantities

Mathematical argumentation in the classroom

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context

Envíos recientes

Development of random thinking: Reflections and considerations

Developmental perspectives of numerical thinking for the interpretation of physical quantities

Mathematical argumentation in the classroom

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context

Portales Institucionales

Enlaces de Interés

Contactos

Listar EULER por autor "d3d10aa98acd1a12c2fc03292880d954"

Development of random thinking: Reflections and considerations ﻿

Developmental perspectives of numerical thinking for the interpretation of physical quantities ﻿

Mathematical argumentation in the classroom ﻿

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context ﻿

Envíos recientes

Development of random thinking: Reflections and considerations

Developmental perspectives of numerical thinking for the interpretation of physical quantities

Mathematical argumentation in the classroom

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context

Portales Institucionales

Development of random thinking: Reflections and considerations

Developmental perspectives of numerical thinking for the interpretation of physical quantities

Mathematical argumentation in the classroom

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context