Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure

Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure

This paper analyzes the different solutions proposed by a group of 15 mathematics teachers to a routine arithmetic problem, with the aim of identifying the contribution provided by multiplesolution tasks in the training and continuing education of teachers. The theoretical background of this work is...

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Κύριοι συγγραφείς: Barrera-Mora, Fernando, Reyes-Rodríguez, Aarón Víctor
Μορφή: Online
Γλώσσα:spa
Έκδοση: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Διαθέσιμο Online:https://redie.uabc.mx/index.php/redie/article/view/971
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id redie-article-971
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spelling redie-article-9712020-12-11T18:03:25Z Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure Tareas con diversas soluciones: estructura conceptual en profesores de matemáticas Barrera-Mora, Fernando Reyes-Rodríguez, Aarón Víctor Procesos de Aprendizaje resolución de problemas educación de profesores This paper analyzes the different solutions proposed by a group of 15 mathematics teachers to a routine arithmetic problem, with the aim of identifying the contribution provided by multiplesolution tasks in the training and continuing education of teachers. The theoretical background of this work is based on the identification and discussion of solution routes to strengthen teachers’ knowledge of mathematics and didactics, in addition to promoting a critical approach to their professional practice. En el artículo se analizan las diferentes soluciones que un grupo de 15 profesores de matemáticas propuso para resolver un problema rutinario de aritmética, con el objetivo de identificar qué elementos específicos puede aportar el uso de tareas con múltiples soluciones para la formación y actualización docente. La posición teórica que sustenta este trabajo tiene como elemento fundamental la identificación y discusión de rutas de solución para fortalecer el conocimiento matemático y didáctico de los profesores, y favorecer el desarrollo de una postura crítica respecto a su práctica profesional. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017-01-10 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/971 10.24320/redie.2017.19.1.971 Revista Electrónica de Investigación Educativa; Vol. 19 No. 1 (2017); 110 - 122 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 1 (2017); 110 - 122 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/971/1500 https://redie.uabc.mx/index.php/redie/article/view/971/1513 https://redie.uabc.mx/index.php/redie/article/view/971/1914 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Barrera-Mora, Fernando
Reyes-Rodríguez, Aarón Víctor
spellingShingle Barrera-Mora, Fernando
Reyes-Rodríguez, Aarón Víctor
Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
author_facet Barrera-Mora, Fernando
Reyes-Rodríguez, Aarón Víctor
author_sort Barrera-Mora, Fernando
title Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
title_short Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
title_full Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
title_fullStr Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
title_full_unstemmed Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
title_sort multiple-solutions tasks: mathematics teachers’ conceptual structure
description This paper analyzes the different solutions proposed by a group of 15 mathematics teachers to a routine arithmetic problem, with the aim of identifying the contribution provided by multiplesolution tasks in the training and continuing education of teachers. The theoretical background of this work is based on the identification and discussion of solution routes to strengthen teachers’ knowledge of mathematics and didactics, in addition to promoting a critical approach to their professional practice.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/971
_version_ 1715723557698273280

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