$Math teaching practices of teachers in a school of Tunja$

Math teaching practices of teachers in a school of Tunja

The study of teaching practices promotes their own improvement, as it allows to enter the classrooms and get a first hand look at what is happening there. Some theories and reforms, that have tried to permeate these practices, are supposed to promote change in the way teachers act, but it does not r...

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Príomhchruthaitheoirí:	Jiménez Espinosa, Alfonso, Limas Berrío, Leidy Johana, Alarcón González, Jeymy Enerieth
Formáid:	Online
Teanga:	spa
Foilsithe / Cruthaithe:	Universidad Pedagógica y Tecnológica de Colombia 2016
Ábhair:	math teacher teaching learning teaching practices. profesor de matemáticas enseñanza aprendizaje prácticas pedagógicas. professeur de mathématiques enseignement apprentissage pratiques pédagogiques. professor de matemática ensino aprendizagem práticas pedagógicas.
Rochtain ar líne:	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4169

Míreanna comhchosúla

Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice
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Articulation When Learning Thinking Routines Among Teachers
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The math teacher´s learning as a research field
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Critical analysis of the pedagogical practice of the teachers trainnees
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Foilsithe / Cruthaithe: (2013)

Scientific spirit in early childhood
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Reflections on the assessment of graphic design teaching in the university
de réir: García Pacheco, Nancy Patricia
Foilsithe / Cruthaithe: (2014)

Technological mediation: new scenarios for teaching practice
de réir: Muñoz Rojas, Henry Alfonso
Foilsithe / Cruthaithe: (2016)

Cinema and pedagogy: reflections on teacher training
de réir: Osorio, Angélica del Pilar, et al.
Foilsithe / Cruthaithe: (2010)

Crisis and philosophical practice in education
de réir: Londoño, Carlos Arturo, et al.
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Influence of the didactic contract in learning the concept of function
de réir: Riscanevo Espitia, Lida Esperanza, et al.
Foilsithe / Cruthaithe: (2011)

Initial teacher training at a chilean university: graduates’ perception
de réir: Soto-Hernández, Valentina, et al.
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Innovative experience of the ontological structuring of knowledge with teachers and students
de réir: Londoño Palacio, Olga Lucía, et al.
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Importance of the super formula in the teaching of fractal geometry.
de réir: García Pinilla, Camilo Andrés
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The dynamics of the math class mediated by communication
de réir: Jiménez-Espinosa, Alfonso
Foilsithe / Cruthaithe: (2019)

Emotions in the mathematics knowledge’s desertion
de réir: Jiménez Espinosa,, Alfonso, et al.
Foilsithe / Cruthaithe: (2010)

Experience in the teaching work from the pedagogical research practice of deepening.
de réir: Londoño Celis, Yuly Jasbleidy
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Communication: a central focus in mathematics class
de réir: Suarez Ávila, Nury Yolanda, et al.
Foilsithe / Cruthaithe: (2010)

The emergent school through artistic practice, experience and subjectivity
de réir: Báez Cárdenas, Carlos Julio
Foilsithe / Cruthaithe: (2010)

Proposal of a pedagogical model for mathematics teacher education
de réir: Jiménez Espinosa, Alfonso, et al.
Foilsithe / Cruthaithe: (2011)

¿Are stse contents contained in chemistry textbooks?
de réir: Parga Lozano, Diana Lineth, et al.
Foilsithe / Cruthaithe: (2015)

Didactic tendencies of some university mathematics teachers
de réir: Leguizamón, José Francisco, et al.
Foilsithe / Cruthaithe: (2020)

Pedagogical practices for the approach to knowledge as social and natural scientists in high school students
de réir: Castelblanco, Alexandra, et al.
Foilsithe / Cruthaithe: (2020)

Program of learning strategies for students of an educational institution
de réir: Dorado, Alvaro, et al.
Foilsithe / Cruthaithe: (2020)

Math class at school in times of COVID-19 pandemic. Teachers' experiences and realities
de réir: González Gutiérrez, Nelsy Rocío
Foilsithe / Cruthaithe: (2023)

La práctica pedagógica en profesores iniciantes de matemáticas
de réir: Cordero Jaime, Maryori Rocio
Foilsithe / Cruthaithe: (2024)

Contributions to the training of constructivist teachers: results in two countries
de réir: Solbes, Jordi, et al.
Foilsithe / Cruthaithe: (2016)

Patterns of Communicative Interaction in the Mathematics Classroom
de réir: Leguizamón Romero, José Francisco; Universidad Pedagógica y Tecnológica de Colombia
Foilsithe / Cruthaithe: (2023)

Contributions of the PPIP in the training of licensors in basic education : challenges and opportunities.
de réir: Roberto Duarte, Dora Yaneth, et al.
Foilsithe / Cruthaithe: (2022)

From the investigative pedagogical practice of deepening to the training of future licensed FESAD.
de réir: Bustamante Parra, Andrea Catalina, et al.
Foilsithe / Cruthaithe: (2022)

Didactic Implications Promoting the Learning of French in Children whit Asperger’s Syndrome
de réir: Arellano Calva, Esther
Foilsithe / Cruthaithe: (2024)

Ict Skills for Professional Development teaching in Basic Education
de réir: Hernández Suárez, César Augusto, et al.
Foilsithe / Cruthaithe: (2016)

Práctica pedagógica : el caso de un profesor de matemáticas Iniciante
de réir: Ruiz Reina, Yexica Adriana
Foilsithe / Cruthaithe: (2024)

Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii
de réir: Gómez Gómez, Leonor, et al.
Foilsithe / Cruthaithe: (2015)

School Practices Control in Primary Education in Honduras (1882-1889)
de réir: García Lainez, Andrés Eduardo
Foilsithe / Cruthaithe: (2018)

Pedagogical experiences of Elementary and middle school teachers during the Covid-19 pandemic confinement
de réir: Salamanca, Mónica
Foilsithe / Cruthaithe: (2023)

The pedagogical practice since adidactic situations in mathematics
de réir: Jiménez-Espinosa, Alfonso, et al.
Foilsithe / Cruthaithe: (2019)

Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations
de réir: Ayala Zuluaga, Carlos Federico, et al.
Foilsithe / Cruthaithe: (2017)

Social imaginaries of childhood and its effects in the pedagogical practice of a school in Bogotá
de réir: Triviño Roncancio, Ana Virginia
Foilsithe / Cruthaithe: (2018)

Epistemological Study of the Object Group: A Piagetian Perspective in the Light of The Onto- Semiotic Approach to Mathematics Cognition
de réir: Sepúlveda Delgado, Omaida, et al.
Foilsithe / Cruthaithe: (2017)

Quando professores de Matemática da escola e da universidade se encontram: re-significação e reciprocidade de saberes
de réir: Jiménez Espinosa, Alfonso
Foilsithe / Cruthaithe: (2019)