El razonamiento repetido en el aprendizaje de la matemática
Considering the importance of repeated reasoning in the mathematics classroom as a way of consolidating learning, this research seeks to advance in the description, explanation, and enrichment of the processes underlying this reasoning (internalization; organization and reorganization; and retention...
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| Formato: | Tesis y disertaciones (Maestría y/o Doctorado) |
| Lenguaje: | spa |
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Universidad Antonio Nariño
2023
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| Acceso en línea: | http://repositorio.uan.edu.co/handle/123456789/8418 |
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| _version_ | 1812647026555355136 |
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| author | Quintero Suica, Diana Isabel |
| author2 | Guerrero Chacón, Gerardo Antonio |
| author_facet | Guerrero Chacón, Gerardo Antonio Quintero Suica, Diana Isabel |
| author_sort | Quintero Suica, Diana Isabel |
| collection | DSpace |
| description | Considering the importance of repeated reasoning in the mathematics classroom as a way of consolidating learning, this research seeks to advance in the description, explanation, and enrichment of the processes underlying this reasoning (internalization; organization and reorganization; and retention of knowledge), within
the framework of the principle of repeated reasoning postulated by the DNR. |
| format | Tesis y disertaciones (Maestría y/o Doctorado) |
| id | repositorio.uan.edu.co-123456789-8418 |
| institution | Repositorio Digital UAN |
| language | spa |
| publishDate | 2023 |
| publisher | Universidad Antonio Nariño |
| record_format | dspace |
| spelling | repositorio.uan.edu.co-123456789-84182024-10-09T22:40:46Z El razonamiento repetido en el aprendizaje de la matemática Quintero Suica, Diana Isabel Guerrero Chacón, Gerardo Antonio Doctorado en Educación matemática 510 26.23 Q78r PhD in Mathematics Education Considering the importance of repeated reasoning in the mathematics classroom as a way of consolidating learning, this research seeks to advance in the description, explanation, and enrichment of the processes underlying this reasoning (internalization; organization and reorganization; and retention of knowledge), within the framework of the principle of repeated reasoning postulated by the DNR. Considerando la importancia del razonamiento repetido en el aula de matemáticas como una forma de consolidación del aprendizaje, la presente investigación busca avanzar en la descripción, explicación y enriquecimiento de los procesos subyacentes a este razonamiento (internalización; organización y reorganización; y retención del conocimiento), en el marco del principio de razonamiento repetido postulado por el modelo de instrucción DNR Doctor(a) en Educación Matemática Doctorado Presencial Investigación 2023-08-10T14:43:46Z 2023-08-10T14:43:46Z 2023-06-13 Tesis y disertaciones (Maestría y/o Doctorado) info:eu-repo/semantics/acceptedVersion http://purl.org/coar/resource_type/c_bdcc http://purl.org/coar/version/c_970fb48d4fbd8a85 http://repositorio.uan.edu.co/handle/123456789/8418 Bingolbali, F., & Bingolbali, E. (2019). One curriculum and two textbooks: opportunity to learn in terms of mathematical problem solving. Mathematics Education Research Journal(31), 237-257. Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., . . . Hiebert, J. (2019). Posing Significant Research Questions. Journal for Research in Mathematics Education, 50(2), 114-120. Cooper, R. (1991). The Role Mathematical Transformations and Practice in Mathematical Development. En P. Steffe, Epistemological foundations of mathematical experience (págs. 102-123). New York: Springer-Verlag. Hall, J., & Lingefjärd, T. (2017). Mathematical modeling. Applications with GeoGebra. New Jersey: John Wiley & Sons, Inc. Harel, G. (2008). DNR perspective on mathematics curriculum and instruction, Part I: focus on proving. ZDM Mathematics Education, 40, 487-500. Harel, G. (2008). What is Mathematics? A pedagogical answer to a philosophical question. San Diego, California: Universidad de California. Harel, G. (2010). DNR-Based Instruction in Mathematics as a Conceptual Framework. En B. Sriraman, & L. English, Theories of Mathematics Education (págs. 343- 367). Berlin: Springer. Harel, G. (2013). DNR-Based Curricula: The Case of Complex. Journal of Humanistic Mathematics, 2-61. Harel, G. (2018). The Learning and Teaching of Linear Algebra Through the Lenses of Intellectual and Their Constituents. En S. Stewart, C. Andrews-Larson, A. Berman, & M. Zandieh, Challenges and Strategies in Teaching Linear Algebra. ICME-13 Monographs. (págs. 3-27). Cham: Springer. Harel, G. (2021). The learning and teaching of multivariable calculus: a DNR perspective. ZDM, 709-721. instname:Universidad Antonio Nariño reponame:Repositorio Institucional UAN repourl:https://repositorio.uan.edu.co/ spa Acceso abierto Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) https://creativecommons.org/licenses/by-nd/4.0/ info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 application/pdf application/pdf application/pdf Universidad Antonio Nariño Doctorado en Educación Matemática Facultad de Educación Bogotá - Federmán |
| spellingShingle | Doctorado en Educación matemática 510 26.23 Q78r PhD in Mathematics Education Quintero Suica, Diana Isabel El razonamiento repetido en el aprendizaje de la matemática |
| title | El razonamiento repetido en el aprendizaje de la matemática |
| title_full | El razonamiento repetido en el aprendizaje de la matemática |
| title_fullStr | El razonamiento repetido en el aprendizaje de la matemática |
| title_full_unstemmed | El razonamiento repetido en el aprendizaje de la matemática |
| title_short | El razonamiento repetido en el aprendizaje de la matemática |
| title_sort | el razonamiento repetido en el aprendizaje de la matematica |
| topic | Doctorado en Educación matemática 510 26.23 Q78r PhD in Mathematics Education |
| url | http://repositorio.uan.edu.co/handle/123456789/8418 |
| work_keys_str_mv | AT quinterosuicadianaisabel elrazonamientorepetidoenelaprendizajedelamatematica |
