Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores

This research focuses on the construction and validation of a didactic model aimed at strengthening mathematical, technological, and pedagogical thinking in pre-service mathematics teachers. This model is developed with the primary objective of integrating the resolution and creation of challenging...

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Main Author:	Robinson Junior Conde Carmona, Robinson Junior
Other Authors:	Bolívar, Nicolás
Format:	Tesis y disertaciones (Maestría y/o Doctorado)
Language:	spa
Published:	Universidad Antonio Nariño 2024
Subjects:	Formación de profesores Resolución de problemas Planteamiento de Problemas Pensamiento matemátic Pensamiento Pedagógico Pensamiento tecnológico Teacher training Problem solving Problem posing Mathematical thinking Pedagogical thinking Technological thinking
Online Access:	http://repositorio.uan.edu.co/handle/123456789/9020
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author	Robinson Junior Conde Carmona, Robinson Junior
author2	Bolívar, Nicolás
author_facet	Bolívar, Nicolás Robinson Junior Conde Carmona, Robinson Junior
author_sort	Robinson Junior Conde Carmona, Robinson Junior
collection	DSpace
description	This research focuses on the construction and validation of a didactic model aimed at strengthening mathematical, technological, and pedagogical thinking in pre-service mathematics teachers. This model is developed with the primary objective of integrating the resolution and creation of challenging problems using Information and Communication Technologies (ICT) as an essential tool. Through a detailed analysis, the ICT competencies and technological thinking of the teachers in training are characterized, identifying their reasoning skills and ways of understanding in solving challenging problems. Furthermore, the pedagogical thinking of these teachers is examined, providing a comprehensive view of their training and educational approach. T
format	Tesis y disertaciones (Maestría y/o Doctorado)
id	repositorio.uan.edu.co-123456789-9020
institution	Repositorio Digital UAN
language	spa
publishDate	2024
publisher	Universidad Antonio Nariño
record_format	dspace
spelling	repositorio.uan.edu.co-123456789-90202024-10-09T22:57:38Z Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores Robinson Junior Conde Carmona, Robinson Junior Bolívar, Nicolás Formación de profesores Resolución de problemas Planteamiento de Problemas Pensamiento matemátic Pensamiento Pedagógico Pensamiento tecnológico Teacher training Problem solving Problem posing Mathematical thinking Pedagogical thinking Technological thinking This research focuses on the construction and validation of a didactic model aimed at strengthening mathematical, technological, and pedagogical thinking in pre-service mathematics teachers. This model is developed with the primary objective of integrating the resolution and creation of challenging problems using Information and Communication Technologies (ICT) as an essential tool. Through a detailed analysis, the ICT competencies and technological thinking of the teachers in training are characterized, identifying their reasoning skills and ways of understanding in solving challenging problems. Furthermore, the pedagogical thinking of these teachers is examined, providing a comprehensive view of their training and educational approach. T El presente trabajo de investigación se centra en la construcción y validación de un modelo didáctico destinado al fortalecimiento de los pensamientos matemático, tecnológico y pedagógico en profesores de matemática en formación. Este modelo se desarrolla con el objetivo principal de integrar la resolución y creación de problemas retadores que utilizan las Tecnologías de la Información y Comunicación (TIC) como herramienta esencial. A través de un análisis detallado, se caracterizan las competencias TIC y el pensamiento tecnológico de los docentes en formación, identificando sus habilidades de razonamiento y formas de entender en la resolución de problemas. Además, se examina el pensamiento pedagógico de estos profesores, proporcionando una visión integral de su formación y enfoque educativo. Doctor(a) en Educación Matemática Doctorado Presencial Investigación 2024-01-22T21:11:01Z 2024-01-22T21:11:01Z 2023-12-11 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/123456789/9020 Baser, D., Akkus, R., Akayoglu, S., Top, E., & Gurer, M. D. (2021). Training in-service teachers through individualized technology-related mentorship. Educational Technology Research and Development, 69(6), 3131-3151. Birgin, O., Uzun, K., & Mazman Akar, S. G. (2020). Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Education and Information Technologies, 25(1), 487-507. Cai, J., & Hwang, S. (2019). Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research. International Journal of Educational Research. Cai, J., Hwang, S., & Silber, S. (2015). Problem-posing research in mathematics education: Some answered and unanswered questions. En Mathematical problem posing (págs. 3-34). New York, NY: Springer. Cai, J., Jiang, C., Hwang, S., & Hu, D. (2016). How do textbooks incorporate mathematical problem posing? An international comparative study. En Posing and solving mathematical problems (págs. 3-22). Cham: Springer. Chiu, T.K.F.; Churchill, D. Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics. Comput. Educ. 2015, 82, 280–291. [CrossRef] Clements, D. H., & Sarama, J. (2004). Learning Trajectories in Mathematics Education. Mathematical Thinking and Learning, 6(2), 81-89. Cobb, P., Confrey , J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9-13. Cobo, P., & Fortuny, J. M. (2000). Social interactions and cognitive effects in contexts of area-comparison problem solving. Educational Studies in Mathematics, 42, 115-140. Confrey, J. (1991). The concept of exponential functions: A student’s perspective. En L. Steffe (Ed.), Epistemological Foundations of Mathematical Experience. Recent Research in Psychology (págs. 124-159). New York, NY: Springer. 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 Ciencias Bogotá - Federmán
spellingShingle	Formación de profesores Resolución de problemas Planteamiento de Problemas Pensamiento matemátic Pensamiento Pedagógico Pensamiento tecnológico Teacher training Problem solving Problem posing Mathematical thinking Pedagogical thinking Technological thinking Robinson Junior Conde Carmona, Robinson Junior Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores
title	Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores
title_full	Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores
title_fullStr	Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores
title_full_unstemmed	Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores
title_short	Modelo didáctico para la formación de profesores de matemática en tic con problemas retadores
title_sort	modelo didactico para la formacion de profesores de matematica en tic con problemas retadores
topic	Formación de profesores Resolución de problemas Planteamiento de Problemas Pensamiento matemátic Pensamiento Pedagógico Pensamiento tecnológico Teacher training Problem solving Problem posing Mathematical thinking Pedagogical thinking Technological thinking
url	http://repositorio.uan.edu.co/handle/123456789/9020
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