Mathematical knowledge of training teachers in algebraic symbology

IE Revista de Investigación Educativa de la REDIECH

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Title Mathematical knowledge of training teachers in algebraic symbology
Conocimiento matemático de maestros en formación sobre la simbología algebraica

 
Creator Aké Tec, Lilia Patricia
 
Description The use of symbols and letters in secondary education is considered one of the obstacles in learning algebra, justified by the almost nonexistent understanding of the manipulation of algebraic symbolism. This is one of the reasons that prompted the initiative for the development of forms of algebraic thinking in primary education, seeking to favor the transition to secondary school mathematics by explicitly explaining the algebraic nature of basic mathematics. However, this implies training teachers at this educational level to face this introduction and development. The qualitative and exploratory study reported provides evidence of the mathematical activity that future teachers in training perform when solving tasks that involve algebraic symbolism. Analysis criteria related to relational thinking and meaning of literals were used to describe and categorize said mathematical activity. The results indicate that future teachers resort more frequently to particular cases and specific operations to tackle the tasks. This implies a change in the mathematical framework that teachers develop during their training.
El uso de símbolos y letras en la educación secundaria es considerado como uno de los obstáculos para el aprendizaje del álgebra en este nivel educativo, justificado por la casi inexistente comprensión que se tiene sobre la manipulación del simbolismo algebraico. Esto es uno de los motivos que suscitó la iniciativa del desarrollo de formas de pensamiento algebraico en la educación primaria que persigue favorecer el tránsito a las matemáticas de secundaria a través de explicitar el carácter algebraico de las matemáticas de primaria. Sin embargo, lo anterior implica formar a los profesores de este nivel educativo para afrontar esta introducción y su desarrollo. El estudio de corte cualitativo y exploratorio que se reporta proporciona evidencia de la actividad matemática que futuros maestros en formación realizan al resolver tareas que involucran simbolismo algebraico. Se utilizaron criterios de análisis relativos al pensamiento relacional y significado de las literales para describir y categorizar dicha actividad matemática. Los resultados señalan que los futuros maestros recurren con mayor frecuencia a casos particulares y operaciones específicas para abordar las tareas. Esto implica un cambio en el trabajo matemático que se desarrolla con los maestros durante su formación.
 
Publisher Red de Investigadores Educativos Chihuahua AC
 
Date 2019-10-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articulo evaluado por pares
 
Format application/pdf
application/zip
 
Identifier https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/506
10.33010/ie_rie_rediech.v10i19.506
 
Source IE Revista de Investigación Educativa de la REDIECH; Vol. 10 Núm. 19 (2019): octubre 2019-marzo 2020; 55 - 70
2448-8550
2007-4336
10.33010/ie_rie_rediech.v10i19
 
Language spa
 
Relation https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/506/899
https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/506/853
https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/506/900
https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/506/901
https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/506/902
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Rights Derechos de autor 2019 Lilia Patricia Aké Tec
http://creativecommons.org/licenses/by-nc/4.0
 

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