El papel de la interacción en el aprendizaje de las matemáticas: relatos de profesores
Fecha
2007-01-01Publicador
Pontificia Universidad Javeriana
Tipo
Artículo de revista
ISSN
2011-2777
1657-9267
COAR
Artículo de revistaCompartir este registro
Citación
Título en inglés
The Interaction in the Learning of the Mathematics: Teachers’ StoriesResumen
Resumen en ingles y en espanol
Abstract
This work is product of the analysis of stories presented by twenty-two
teachers who decided to share their classroom experiences of mathematics
education considered by them like successful. One looks for analyzing the
forms of teachers understanding what it is “to be successful” during the
process of “mathematizing”, seen like a reflective activity of education that
looks for to understand and to modify the reality. The study reveals that
the pedagogical practice that considers problems rooted in the concrete
experiences of the daily life, besides to reveal the reality of the school, it
takes to the teacher to reflect on its practice and on the accomplishment
of “didactic mediation” that promotes more pleasant teaching-learning
situations that can elevate the student self-esteem.
Palabras clave
Mathematics Education; Student Teaching; Mathematics Teachers-Personal Narrativesnull
Enlace al recurso
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/388
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Colecciones
- Universitas Psychologica [1206]