Concept Maps in Mathematics Education at University Level

Concept Maps in Mathematics Education at University Level

This work shows the scope of concept maps in university students’ learning by identifying the aspects and connections that arise in concept maps on different topics in mathematical education. It is part of a project that implements various methodologies at this level. This qualitative study consider...

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Autors principals: Reyes-Santander, Pamela Alejandra, Ramos Rodríguez, Elisabeth
Format: Online
Idioma:spa
Publicat: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018
Accés en línia:https://redie.uabc.mx/index.php/redie/article/view/1657
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spelling redie-article-16572020-12-11T17:56:45Z Concept Maps in Mathematics Education at University Level Mapas conceptuales en educación matemática a nivel universitario Reyes-Santander, Pamela Alejandra Ramos Rodríguez, Elisabeth Conceptual maps learning process teacher education. Mapas conceptuales proceso de aprendizaje formación de profesores. This work shows the scope of concept maps in university students’ learning by identifying the aspects and connections that arise in concept maps on different topics in mathematical education. It is part of a project that implements various methodologies at this level. This qualitative study considers teacher training students of an obligatory course in a Chilean university. The students produced concept maps on the notions of didactics, mathematics, and lesson design, and explained the reasons for the designs. The analysis considers three aspects: hierarchical organization, progressive differentiation, and integrative reconciliation. The results show a progression in the learning and processing of different classroom-related concepts, changes in the location of key concepts in teacher training, and an integration of new concepts, which becomes more explicit in the last maps created. Este trabajo muestra el alcance de los mapas conceptuales en los procesos de aprendizaje de estudiantes universitarios –identificando los elementos y relaciones que surgen en ellos sobre diferentes temas de la educación matemática–, y se enmarca en un proyecto que implementa diferentes metodologías a este nivel. El estudio, de corte cualitativo, considera estudiantes en formación docente de un curso obligatorio de una universidad chilena. Los estudiantes elaboraron mapas conceptuales sobre las nociones de didáctica, matemática y diseño de clases y explicaron sus motivaciones para los diseños. El análisis considera tres aspectos: organización jerárquica, diferenciación progresiva y reconciliación integradora. Los resultados evidencian una progresión en el aprendizaje y tratamiento de los distintos conceptos referentes al aula, así como modificaciones en la ubicación de los conceptos claves de la formación de profesores y una integración de nuevos conceptos, lo que es más explícito en los últimos mapas elaborados. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018-05-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1657 10.24320/redie.2018.20.2.1657 Revista Electrónica de Investigación Educativa; Vol. 20 No. 2 (2018); 25 - 36 Revista Electrónica de Investigación Educativa; Vol. 20 Núm. 2 (2018); 25 - 36 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1657/1628 https://redie.uabc.mx/index.php/redie/article/view/1657/1637 https://redie.uabc.mx/index.php/redie/article/view/1657/1868 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Reyes-Santander, Pamela Alejandra
Ramos Rodríguez, Elisabeth
spellingShingle Reyes-Santander, Pamela Alejandra
Ramos Rodríguez, Elisabeth
Concept Maps in Mathematics Education at University Level
author_facet Reyes-Santander, Pamela Alejandra
Ramos Rodríguez, Elisabeth
author_sort Reyes-Santander, Pamela Alejandra
title Concept Maps in Mathematics Education at University Level
title_short Concept Maps in Mathematics Education at University Level
title_full Concept Maps in Mathematics Education at University Level
title_fullStr Concept Maps in Mathematics Education at University Level
title_full_unstemmed Concept Maps in Mathematics Education at University Level
title_sort concept maps in mathematics education at university level
description This work shows the scope of concept maps in university students’ learning by identifying the aspects and connections that arise in concept maps on different topics in mathematical education. It is part of a project that implements various methodologies at this level. This qualitative study considers teacher training students of an obligatory course in a Chilean university. The students produced concept maps on the notions of didactics, mathematics, and lesson design, and explained the reasons for the designs. The analysis considers three aspects: hierarchical organization, progressive differentiation, and integrative reconciliation. The results show a progression in the learning and processing of different classroom-related concepts, changes in the location of key concepts in teacher training, and an integration of new concepts, which becomes more explicit in the last maps created.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2018
url https://redie.uabc.mx/index.php/redie/article/view/1657
_version_ 1715723561272868864

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