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

Luis Alexander Conde Solano, Sandra Evely Parada Rico, Jorge Enrique Fiallo Leal

Resultado de la investigación: Contribución a una revistaArtículoInvestigaciónrevisión exhaustiva

Resumen

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.
Idioma originalInglés estadounidense
Páginas (desde-hasta)453-466
Número de páginas14
PublicaciónEducacao e Pesquisa
DOI
EstadoPublicada - 1 ene 2017

Huella dactilar

mathematics
teacher
educator
community
Teaching
Colombia
secondary education
action research
learning
methodology
resources
experience
student

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title = "Reflexiones en comunidad de pr{\'a}ctica sobre Tri{\'a}ngulos imposibles en clase de matem{\'a}ticas",
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.",
author = "Solano, {Luis Alexander Conde} and Rico, {Sandra Evely Parada} and Leal, {Jorge Enrique Fiallo}",
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journal = "Educacao e Pesquisa",
issn = "1517-9702",
publisher = "Faculdade de Educacao da Universidade de Sao Paulo",

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Reflexiones en comunidad de práctica sobre Triángulos imposibles en clase de matemáticas. / Solano, Luis Alexander Conde; Rico, Sandra Evely Parada; Leal, Jorge Enrique Fiallo.

En: Educacao e Pesquisa, 01.01.2017, p. 453-466.

Resultado de la investigación: Contribución a una revistaArtículoInvestigaciónrevisión exhaustiva

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