Idoneidad Epistémica del Significado de Número Natural en Libros de Texto Mexicanos

Morales-Garcia, Lizzet; Sandoval, Catalina Navarro

doi:10.1590/1980-4415v35n71a06

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…The use of didactic suitability enables teachers to systematically reflect on their own practice or that of others, but also to analyze partial aspects of instructional processes by means of resources, such as educational videos (Beltrán-Pellicer et al, 2018) or textbooks (Castillo et al, 2022a(Castillo et al, , 2022bDíaz-Levicoy et al, 2016;Morales-García & Navarro, 2021).…”

Section: Mathematics Teacher Knowledge and Competencesmentioning

confidence: 99%

Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons

Castillo¹,

Burgos

2022

EURASIA J Math Sci Tech Ed

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Achieving the competence to reflect on the degree of suitability of textbooks is not easy, so it is necessary to train prospective professionals in the knowledge and use of analytical tools to guide them in critically analyzing these curricular materials. In response to this research problem, this paper describes and analyses the implementation of a training intervention that aims to promote reflective competence in prospective Costa Rican teachers through the analysis of textbook lessons. The content of proportionality is chosen because of its central in the curriculum. The training activity was motivating for the participants and helped them to progress in the competence of lesson analysis. However, it is noted that the design needs to be improved in terms of time dedication, as well as attention to the necessary didactical-mathematical background knowledge on proportionality to achieve better results.

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Section: Mathematics Teacher Knowledge and Competencesmentioning

confidence: 99%

Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons

Castillo¹,

Burgos

2022

EURASIA J Math Sci Tech Ed

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Training intervention as a means for the implementation of mobile learning

2022

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In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

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Intervención formativa como medio para la implementación del aprendizaje móvil

2022

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Resumen En esta investigación se utilizaron herramientas del Enfoque Ontosemiótico (EOS) para analizar la experiencia formativa de dos profesores en servicio de Educación Primaria, orientada al diseño e implementación de tareas para el aprendizaje móvil, tomando como base el significado del número natural y el uso de Kahoot. La experiencia se desarrolló durante un taller sobre el diseño de lecciones interactivas, donde se capacitó a los docentes sobre el uso de Kahoot para el diseño de contenido matemático y su implementación en un contexto real de clase. Se utilizó como elemento metodológico la ingeniería didáctica en el sentido generalizado del EOS. Específicamente, se analizó el caso del diseño e implementación de una lección interactiva sobre el significado de secuencia numérica, donde algunos resultados del análisis retrospectivo de la experiencia formativa indicaron que: 1) el significado de referencia del número natural es una herramienta que permite orientar el diseño de tareas hacia los significados parciales, la identificación de objetos primarios y el análisis ontosemiótico de los mismos; 2) el uso de dispositivos móviles y el Kahoot motivó a los profesores. Con estos resultados, se proponen dos acciones formativas dirigidas a profesores: 1) el diseño de contenido móvil desde el significado de referencia del número natural y 2) la valoración de la idoneidad didáctica de experiencias de enseñanza mediadas por dispositivos móviles.

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Idoneidad Epistémica del Significado de Número Natural en Libros de Texto Mexicanos

Cited by 4 publications

References 18 publications

Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons

Developing reflective competence in prospective mathematics teachers by analyzing textbooks lessons

Training intervention as a means for the implementation of mobile learning

Intervención formativa como medio para la implementación del aprendizaje móvil

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