Modelo de análisis de competencias matemáticas en un entorno interactivo
In this work of investigation, a model has been implemented and analyzed to encourage the development of some mathematical competences in Secondary Education students, when they carry out collaborative work in an interactive learning environment using information technology. We have analyzed the ef...
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Universidad de La Rioja (España)
2008
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Aprendizaje de la Geometría atención a la diversidad competencia comunicativa competencias matemáticas entornos virtuales de aprendizaje Learning of Geometry Attention to diversity Communicative competence mathematical competences interactive environment |
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Aprendizaje de la Geometría atención a la diversidad competencia comunicativa competencias matemáticas entornos virtuales de aprendizaje Learning of Geometry Attention to diversity Communicative competence mathematical competences interactive environment Marcos Lorenzón, Guillermina Modelo de análisis de competencias matemáticas en un entorno interactivo |
| description |
In this work of investigation, a model has been implemented and analyzed to encourage the development of some mathematical competences in Secondary Education students, when they carry out collaborative work in an interactive learning environment using information technology.
We have analyzed the efficiency of this interactive environment related to the development of some particular mathematical competences, i. e. the learning of geometry and mathematical communicative competence; and establishing relations between these two dimensions of analysis.
Also, we have implemented some strategies for the design of the activities that allow for the diversity. These strategies, which basically consist of a system of "progressive aids" and "diversifications", have constituted a powerful tool to give a strategic answer to the problem of the attention to diversity, making it possible that each student develops to the maximum of his or her potential in relation to that activity; a valuable tool to be applied in other contexts of learning.
To allow the analysis of the learning of geometry and the development of the mathematical communicative competence during the process, we have designed and applied instruments of specific analyses.
The instrument designed and used for the study of learning of geometry allows the study of the "itinerary of resolution" to be carried out by each pupil, and gives relevant information for the study of the process, establishing the complexity of the resultant activity for each term of reference in each particular case and evaluating the evolution of each student.
The instrument designed to evaluate the development of the Communicative Competence formed by some components of its corresponding indicators, allow the analysis of the "geometric academic discourses" produced by the pupil as part of the resolution of problems, establishing the general level of the pupil at each stage in the learning process and evaluating the evolution of pupil during that process. |
| author2 |
Murillo Ramón, Jesús (Universidad de La Rioja) |
| author_facet |
Murillo Ramón, Jesús (Universidad de La Rioja) Marcos Lorenzón, Guillermina |
| format |
text (thesis) |
| author |
Marcos Lorenzón, Guillermina |
| author_sort |
Marcos Lorenzón, Guillermina |
| title |
Modelo de análisis de competencias matemáticas en un entorno interactivo |
| title_short |
Modelo de análisis de competencias matemáticas en un entorno interactivo |
| title_full |
Modelo de análisis de competencias matemáticas en un entorno interactivo |
| title_fullStr |
Modelo de análisis de competencias matemáticas en un entorno interactivo |
| title_full_unstemmed |
Modelo de análisis de competencias matemáticas en un entorno interactivo |
| title_sort |
modelo de análisis de competencias matemáticas en un entorno interactivo |
| publisher |
Universidad de La Rioja (España) |
| publishDate |
2008 |
| url |
https://dialnet.unirioja.es/servlet/oaites?codigo=17820 |
| work_keys_str_mv |
AT marcoslorenzonguillermina modelodeanalisisdecompetenciasmatematicasenunentornointeractivo |
| _version_ |
1718346583646404608 |
| spelling |
oai-TES00000012172019-05-11Modelo de análisis de competencias matemáticas en un entorno interactivoMarcos Lorenzón, GuillerminaAprendizaje de la Geometríaatención a la diversidadcompetencia comunicativacompetencias matemáticasentornos virtuales de aprendizajeLearning of GeometryAttention to diversityCommunicative competencemathematical competencesinteractive environmentIn this work of investigation, a model has been implemented and analyzed to encourage the development of some mathematical competences in Secondary Education students, when they carry out collaborative work in an interactive learning environment using information technology. We have analyzed the efficiency of this interactive environment related to the development of some particular mathematical competences, i. e. the learning of geometry and mathematical communicative competence; and establishing relations between these two dimensions of analysis. Also, we have implemented some strategies for the design of the activities that allow for the diversity. These strategies, which basically consist of a system of "progressive aids" and "diversifications", have constituted a powerful tool to give a strategic answer to the problem of the attention to diversity, making it possible that each student develops to the maximum of his or her potential in relation to that activity; a valuable tool to be applied in other contexts of learning. To allow the analysis of the learning of geometry and the development of the mathematical communicative competence during the process, we have designed and applied instruments of specific analyses. The instrument designed and used for the study of learning of geometry allows the study of the "itinerary of resolution" to be carried out by each pupil, and gives relevant information for the study of the process, establishing the complexity of the resultant activity for each term of reference in each particular case and evaluating the evolution of each student. The instrument designed to evaluate the development of the Communicative Competence formed by some components of its corresponding indicators, allow the analysis of the "geometric academic discourses" produced by the pupil as part of the resolution of problems, establishing the general level of the pupil at each stage in the learning process and evaluating the evolution of pupil during that process.En este trabajo de investigación, se ha implementado y analizado un modelo para potenciar el desarrollo de ciertas competencias matemáticas por parte de alumnos de Educación Secundaria, cuando los mismos desarrollan trabajo colaborativo en un entorno virtual de aprendizaje (EVA) que utiliza soportes informáticos. Hemos analizado la eficacia de este entorno interactivo, relativa al desarrollo de determinadas competencias matemáticas, relacionadas con el aprendizaje de la Geometría y con la competencia comunicativa matemática; estableciendo a la vez relaciones entra estas dos dimensiones de análisis. Asimismo, hemos implementado ciertas estrategias para el diseño de las actividades que permiten atender a la diversidad. Estas estrategias, que consisten básicamente en un sistema de "ayudas progresivas" y "diversificaciones", han constituido una herramienta potente para dar una respuesta estratégica al problema de la atención a la diversidad, posibilitando que cada alumno desarrolle al máximo sus potencialidades; herramienta factible de aplicarse en otros contextos de aprendizaje. Para realizar el análisis del aprendizaje de la Geometría y del desarrollo de la competencia comunicativa matemática a lo largo del proceso, se han diseñado y aplicado unos instrumentos de análisis específicos. En relación al aprendizaje de la Geometría, hemos diseñado y utilizado un instrumento de análisis con sus correspondientes indicadores que nos permite estudiar el "itinerario de resolución" recorrido por cada alumno, y nos aporta una información muy relevante para el estudio del proceso, estableciendo la complejidad de la actividad resultante para cada enunciado en cada caso, y evaluar la evolución de cada alumno a lo largo del proceso. Respecto al desarrollo de la Competencia Comunicativa, hemos diseñado y aplicado un instrumento de análisis, compuesto por ciertas componentes con sus correspondientes indicadores que ha resultado adecuado para el estudio de la competencia comunicativa, considerando el análisis de los "discursos académicos geométricos" producidos por los alumnos como parte integrante de la resolución de los problemas, estableciendo el nivel general del alumno en cada momento y evaluando la evolución de cada alumno a lo largo del proceso.Universidad de La Rioja (España)Murillo Ramón, Jesús (Universidad de La Rioja)Fortuny, Josep M. (Universitat Autònoma de Barcelona)2008text (thesis)application/pdfhttps://dialnet.unirioja.es/servlet/oaites?codigo=17820spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. 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