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

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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Bibliografische gegevens
Hoofdauteurs:	Jiménez Espinosa, Alfonso, Limas Berrío, Leidy Johana, Alarcón González, Jeymy Enerieth
Formaat:	Online
Taal:	spa
Gepubliceerd in:	Universidad Pedagógica y Tecnológica de Colombia 2016
Onderwerpen:	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.
Online toegang:	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4169

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Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice
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Articulation When Learning Thinking Routines Among Teachers
door: Cifuentes Garzón, José Eduardo
Gepubliceerd in: (2018)

The math teacher´s learning as a research field
door: Riscanevo Espitia, Lida Esperanza, et al.
Gepubliceerd in: (2017)

Critical analysis of the pedagogical practice of the teachers trainnees
door: Ruiz Quiroga, Mónica, et al.
Gepubliceerd in: (2013)

Scientific spirit in early childhood
door: Samacá Bohórquez, Isabel
Gepubliceerd in: (2016)

Reflections on the assessment of graphic design teaching in the university
door: García Pacheco, Nancy Patricia
Gepubliceerd in: (2014)

Technological mediation: new scenarios for teaching practice
door: Muñoz Rojas, Henry Alfonso
Gepubliceerd in: (2016)

Cinema and pedagogy: reflections on teacher training
door: Osorio, Angélica del Pilar, et al.
Gepubliceerd in: (2010)

Crisis and philosophical practice in education
door: Londoño, Carlos Arturo, et al.
Gepubliceerd in: (2020)

Influence of the didactic contract in learning the concept of function
door: Riscanevo Espitia, Lida Esperanza, et al.
Gepubliceerd in: (2011)

Initial teacher training at a chilean university: graduates’ perception
door: Soto-Hernández, Valentina, et al.
Gepubliceerd in: (2018)

Innovative experience of the ontological structuring of knowledge with teachers and students
door: Londoño Palacio, Olga Lucía, et al.
Gepubliceerd in: (2017)

Importance of the super formula in the teaching of fractal geometry.
door: García Pinilla, Camilo Andrés
Gepubliceerd in: (2022)

The dynamics of the math class mediated by communication
door: Jiménez-Espinosa, Alfonso
Gepubliceerd in: (2019)

Emotions in the mathematics knowledge’s desertion
door: Jiménez Espinosa,, Alfonso, et al.
Gepubliceerd in: (2010)

Experience in the teaching work from the pedagogical research practice of deepening.
door: Londoño Celis, Yuly Jasbleidy
Gepubliceerd in: (2022)

Communication: a central focus in mathematics class
door: Suarez Ávila, Nury Yolanda, et al.
Gepubliceerd in: (2010)

The emergent school through artistic practice, experience and subjectivity
door: Báez Cárdenas, Carlos Julio
Gepubliceerd in: (2010)

Proposal of a pedagogical model for mathematics teacher education
door: Jiménez Espinosa, Alfonso, et al.
Gepubliceerd in: (2011)

¿Are stse contents contained in chemistry textbooks?
door: Parga Lozano, Diana Lineth, et al.
Gepubliceerd in: (2015)

Didactic tendencies of some university mathematics teachers
door: Leguizamón, José Francisco, et al.
Gepubliceerd in: (2020)

Pedagogical practices for the approach to knowledge as social and natural scientists in high school students
door: Castelblanco, Alexandra, et al.
Gepubliceerd in: (2020)

Program of learning strategies for students of an educational institution
door: Dorado, Alvaro, et al.
Gepubliceerd in: (2020)

Math class at school in times of COVID-19 pandemic. Teachers' experiences and realities
door: González Gutiérrez, Nelsy Rocío
Gepubliceerd in: (2023)

La práctica pedagógica en profesores iniciantes de matemáticas
door: Cordero Jaime, Maryori Rocio
Gepubliceerd in: (2024)

Contributions to the training of constructivist teachers: results in two countries
door: Solbes, Jordi, et al.
Gepubliceerd in: (2016)

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

Contributions of the PPIP in the training of licensors in basic education : challenges and opportunities.
door: Roberto Duarte, Dora Yaneth, et al.
Gepubliceerd in: (2022)

From the investigative pedagogical practice of deepening to the training of future licensed FESAD.
door: Bustamante Parra, Andrea Catalina, et al.
Gepubliceerd in: (2022)

Didactic Implications Promoting the Learning of French in Children whit Asperger’s Syndrome
door: Arellano Calva, Esther
Gepubliceerd in: (2024)

Ict Skills for Professional Development teaching in Basic Education
door: Hernández Suárez, César Augusto, et al.
Gepubliceerd in: (2016)

Práctica pedagógica : el caso de un profesor de matemáticas Iniciante
door: Ruiz Reina, Yexica Adriana
Gepubliceerd in: (2024)

Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii
door: Gómez Gómez, Leonor, et al.
Gepubliceerd in: (2015)

School Practices Control in Primary Education in Honduras (1882-1889)
door: García Lainez, Andrés Eduardo
Gepubliceerd in: (2018)

Pedagogical experiences of Elementary and middle school teachers during the Covid-19 pandemic confinement
door: Salamanca, Mónica
Gepubliceerd in: (2023)

The pedagogical practice since adidactic situations in mathematics
door: Jiménez-Espinosa, Alfonso, et al.
Gepubliceerd in: (2019)

Colombia, Brazil, Argentina and Chile: educational practice and pedagogical orientations
door: Ayala Zuluaga, Carlos Federico, et al.
Gepubliceerd in: (2017)

Social imaginaries of childhood and its effects in the pedagogical practice of a school in Bogotá
door: Triviño Roncancio, Ana Virginia
Gepubliceerd in: (2018)

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

Quando professores de Matemática da escola e da universidade se encontram: re-significação e reciprocidade de saberes
door: Jiménez Espinosa, Alfonso
Gepubliceerd in: (2019)