Teaching and learning in problem solving: algebraic identity
This article presents partial results of a research aimed to: establish the characteristics of the practices of teaching and learning in problem solving of algebraic factorization for the eighth grade and characterize some aspects of teaching practices and learning problem solving on algebraic ident...
| Main Authors: | , , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8908 |
| _version_ | 1801706617413042176 |
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| author | Jiménez Espinosa, Alfonso Parra Quemba, Laura Emily Camacho Reyes, Hollman Dubán |
| author_facet | Jiménez Espinosa, Alfonso Parra Quemba, Laura Emily Camacho Reyes, Hollman Dubán |
| author_sort | Jiménez Espinosa, Alfonso |
| collection | OJS |
| description | This article presents partial results of a research aimed to: establish the characteristics of the practices of teaching and learning in problem solving of algebraic factorization for the eighth grade and characterize some aspects of teaching practices and learning problem solving on algebraic identities. From the analysis of three school texts and a questionnaire applied to 191 students, the epistemic and cognitive configuration of the Ontosemiotic Approach is made. The components of epistemic, cognitive and affective suitability of the approach give relevance to the degree of representativeness of the institutional meaning, to the appropriation of knowledge and to the use of technological means. The methodology was of a mixed nature, and the content analysis method was used. Among the findings it is inferred that the traditional pedagogical model prevails, because the algebra classes are based on the explanations of the teachers. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8908 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-89082021-08-02T23:57:12Z Teaching and learning in problem solving: algebraic identity Enseñanza y aprendizaje en resolución de problemas: productos notables Teaching and learning in problem solving: algebraic identity Jiménez Espinosa, Alfonso Parra Quemba, Laura Emily Camacho Reyes, Hollman Dubán algebra, algebraic identities, ontosemiotic approach, problem solving, learning. álgebra, productos notables, enfoque ontosemiótico, resolución de problemas, aprendizaje. This article presents partial results of a research aimed to: establish the characteristics of the practices of teaching and learning in problem solving of algebraic factorization for the eighth grade and characterize some aspects of teaching practices and learning problem solving on algebraic identities. From the analysis of three school texts and a questionnaire applied to 191 students, the epistemic and cognitive configuration of the Ontosemiotic Approach is made. The components of epistemic, cognitive and affective suitability of the approach give relevance to the degree of representativeness of the institutional meaning, to the appropriation of knowledge and to the use of technological means. The methodology was of a mixed nature, and the content analysis method was used. Among the findings it is inferred that the traditional pedagogical model prevails, because the algebra classes are based on the explanations of the teachers. Este artículo presenta resultados parciales de una investigación que tuvo como objetivo: establecer las características de las prácticas de enseñanza y aprendizaje en la resolución de problemas de factorización para el grado octavo, y caracterizar algunos aspectos de las prácticas de enseñanza y aprendizaje de resolución de problemas sobre productos notables. A partir del análisis de tres textos escolares y un cuestionario aplicado a 191 estudiantes, se hace la configuración epistémica y cognitiva del Enfoque Ontosemiótico. Los componentes de idoneidad epistémica, cognitiva y afectiva del enfoque dan relevancia al grado de representatividad del significado institucional, a la apropiación de los conocimientos y al uso de medios tecnológicos. La metodología fue de carácter mixto, y se usó el método de análisis de contenido. Entre los hallazgos se infiere que prevalece el modelo pedagógico tradicional, debido a que las clases de álgebra se fundamentan en las explicaciones de los docentes. Universidad Pedagógica y Tecnológica de Colombia 2019-02-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8908 10.19053/0120-7105.eyc.2017.20.e8908 Educación y Ciencia; Núm. 20 (2017); 93-110 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8908/7362 Derechos de autor 2019 EDUCACIÓN Y CIENCIA |
| spellingShingle | algebra, algebraic identities, ontosemiotic approach, problem solving, learning. álgebra, productos notables, enfoque ontosemiótico, resolución de problemas, aprendizaje. Jiménez Espinosa, Alfonso Parra Quemba, Laura Emily Camacho Reyes, Hollman Dubán Teaching and learning in problem solving: algebraic identity |
| title | Teaching and learning in problem solving: algebraic identity |
| title_alt | Enseñanza y aprendizaje en resolución de problemas: productos notables Teaching and learning in problem solving: algebraic identity |
| title_full | Teaching and learning in problem solving: algebraic identity |
| title_fullStr | Teaching and learning in problem solving: algebraic identity |
| title_full_unstemmed | Teaching and learning in problem solving: algebraic identity |
| title_short | Teaching and learning in problem solving: algebraic identity |
| title_sort | teaching and learning in problem solving algebraic identity |
| topic | algebra, algebraic identities, ontosemiotic approach, problem solving, learning. álgebra, productos notables, enfoque ontosemiótico, resolución de problemas, aprendizaje. |
| topic_facet | algebra, algebraic identities, ontosemiotic approach, problem solving, learning. álgebra, productos notables, enfoque ontosemiótico, resolución de problemas, aprendizaje. |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8908 |
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