Uso de una trayectoria hipotética de aprendizaje para proponer actividades de instrucción

  1. Ivars, Pedro 1
  2. Fernández, Ceneida 1
  3. Llinares, Salvador 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Año de publicación: 2020

Volumen: 38

Número: 3

Páginas: 105-124

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.2947 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Resumen

Decidir cómo continuar la enseñanza se ha identificado como la destreza más difícil de entre las tres que configuran la competencia de mirar profesionalmente el pensamiento matemático del estudiante. En este estudio 95 estudiantes para maestro de Educación Primaria resolvieron una tarea en la que debían proponer un objetivo de aprendizaje y actividades para apoyar el desarrollo de la comprensión del significado de fracción como parte-todo usando como referencia una trayectoria hipotética de aprendizaje. Los resultados sugieren que la trayectoria hipotética de aprendizaje ayudó a los estudiantes para maestro a proponer actividades centradas en la comprensión de los estudiantes usando los elementos matemáticos que articulan la trayectoria hipotética de aprendizaje.

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Información de financiación

Esta investigación ha sido financiada por el proyecto EDU2017-87411-R del Ministerio de Ciencia, Innovación y Universidades (MINECO, España) y por el proyecto GV/2018/066 de la Conselleria de Educación, Investigación, Cultura y Deporte de la Generalitat Valenciana (España).

Financiadores

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Fuente de los datos: Dialnet