Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education

This report is generated from a sample of 31 professionals working as math teachers in the basic and middle education levels on six different private institutions located in the urban area of San José de Cúcuta, Colombia. An instrument that takes as reference the five mathematical processes mentione...

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Detalhes bibliográficos
Autores: Fernández Cézar, Raquel, Prada Núñez, Raúl, Hernández Suárez, César Augusto
Tipo de documento: artigo
Data de publicação:2020
País:España
Recursos:Universidad de Castilla-La Mancha
Repositório:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/25179
Acesso em linha:http://hdl.handle.net/10578/25179
Access Level:Acceso aberto
Palavra-chave:Mathematics
NCTM
Mathematical Processes
Solving problems
Matemáticas
Procesos matemáticos
Resolución de problemas
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spelling Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle educationFernández Cézar, RaquelPrada Núñez, RaúlHernández Suárez, César AugustoMathematicsNCTMMathematical ProcessesSolving problemsMatemáticasProcesos matemáticosResolución de problemasThis report is generated from a sample of 31 professionals working as math teachers in the basic and middle education levels on six different private institutions located in the urban area of San José de Cúcuta, Colombia. An instrument that takes as reference the five mathematical processes mentioned on the Principles and Standards for the Mathematical Education of the National Council of Teachers of Mathematics – NCTM – 2003, in total 36 items, was applied. Derived from the processing of the recollected data, the poor establishment of connections with other areas of knowledge is identified as the main weakness in the pedagogic practice of the educator. Reflections about the consequences of the impact that it can have on the teaching process appear: Mathematics are shown as an isolated knowledge, disconnected from the educative system and the everyday. It concludes in that, in one way or another, affects the motivation of the student in the learning of mathematics. Actions are proposed to encourage the connections with more areas in the teaching practice.Esta investigación se genera de una muestra de 31 profesionales que trabajan como docentes de matemáticas en los niveles de la Educación Básica en seis instituciones privadas en el casco urbano de San José de Cúcuta – Colombia. El instrumento aplicado toma como referencia los cinco procesos matemáticos mencionados en los Principios y Estándares para la Educación matemática definidos por el Concejo Nacional de Profesores de Matemáticas – Estados Unidos, con un total de 36 ítems. Se identifica, derivado del tratamiento de los datos recogidos, la principal debilidad en la práctica pedagógica de los profesores, el escaso establecimiento de conexiones con otras áreas del conocimiento. Se concluye que esto, de una manera u otra, afecta la motivación del estudiante en el aprendizaje de las matemáticas.Editorial Espacios Inc.202020202020info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttp://hdl.handle.net/10578/25179reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésinfo:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/251792026-05-27T07:36:41Z
dc.title.none.fl_str_mv Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
title Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
spellingShingle Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
Fernández Cézar, Raquel
Mathematics
NCTM
Mathematical Processes
Solving problems
Matemáticas
Procesos matemáticos
Resolución de problemas
title_short Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
title_full Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
title_fullStr Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
title_full_unstemmed Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
title_sort Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
dc.creator.none.fl_str_mv Fernández Cézar, Raquel
Prada Núñez, Raúl
Hernández Suárez, César Augusto
author Fernández Cézar, Raquel
author_facet Fernández Cézar, Raquel
Prada Núñez, Raúl
Hernández Suárez, César Augusto
author_role author
author2 Prada Núñez, Raúl
Hernández Suárez, César Augusto
author2_role author
author
dc.subject.none.fl_str_mv Mathematics
NCTM
Mathematical Processes
Solving problems
Matemáticas
Procesos matemáticos
Resolución de problemas
topic Mathematics
NCTM
Mathematical Processes
Solving problems
Matemáticas
Procesos matemáticos
Resolución de problemas
description This report is generated from a sample of 31 professionals working as math teachers in the basic and middle education levels on six different private institutions located in the urban area of San José de Cúcuta, Colombia. An instrument that takes as reference the five mathematical processes mentioned on the Principles and Standards for the Mathematical Education of the National Council of Teachers of Mathematics – NCTM – 2003, in total 36 items, was applied. Derived from the processing of the recollected data, the poor establishment of connections with other areas of knowledge is identified as the main weakness in the pedagogic practice of the educator. Reflections about the consequences of the impact that it can have on the teaching process appear: Mathematics are shown as an isolated knowledge, disconnected from the educative system and the everyday. It concludes in that, in one way or another, affects the motivation of the student in the learning of mathematics. Actions are proposed to encourage the connections with more areas in the teaching practice.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10578/25179
url http://hdl.handle.net/10578/25179
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editorial Espacios Inc.
publisher.none.fl_str_mv Editorial Espacios Inc.
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301629

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