Search

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results of the management of a didactic device formulated by a Mathematics male and Biology female teacher from a secondary school in which they sought a codisciplinary study. Based on the Anthropological Theory of the Didactic, the results of an exploratory study that sought to characterize the management of a didactic device for the study of plant growth in secondary school are reported; In particular, we analyze the relevance of mathematical knowledge in its development. The main results indicate that the study enabled the protagonists to be the students: they formulated and answered questions, achieving autonomy and responsibility for the search for information in various media; however, mathematical knowledge did not occupy a prominent place during the study. [ABSTRACT FROM AUTHOR]

Copyright of Conhecimento Online is the property of Universidade Feevale and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quaestiones Disputatae is the property of Universidad Santo Tomas, Seccional Tunja and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tecné, Episteme y Didaxis is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the theoretical and methodological conceptions of designing teaching tasks to promote the contextualization of lessons in Mathematical Analysis in educational Mathematics. It is aimed at conceiving teaching tasks, by adopting a pedagogical professional approach, to promote this contextualization. Theoretical (historical-logical, analytic-synthetic, and inductive-deductive) methods of research were used. Students, graduates, and experienced professors were interviewed in order to collect data on professors' performance in promoting the contextualization of lessons in Mathematical Analysis in educational Mathematics. Additionally, such documents as syllabuses, regulations, scientific papers, doctoral and master's theses were analyzed. This paper contributes to the contextualization of lessons in Mathematical Analysis in educational Mathematics through the pedagogical professional approach. [ABSTRACT FROM AUTHOR]

Copyright of Logos: Anales del Seminario de Metafísica (1575-6866) is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Sophia is the property of Universidad La Gran Colombia, Seccional Armenia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Redes de Ingeniería is the property of Universidad Distrital Francisco Jose de Caldas, Facultad de Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Etnomatemática is the property of Universidad de Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results of a research study aimed to explore the main beliefs and conceptions that have teachers who teach mathematics at the secondary level in Honduras (students 13 to 18 years), in relation to the teaching /learning and assessment of mathematics. The results show, among other elements, that for Honduran teachers the learning of mathematics is achieved by the active participation of the students. This belief is highlighted by teachers with a bachelor in Mathematics; and that the evaluation is a process that improves teaching and learning, providing useful results but, they must be taken with special scrutiny due to mistakes and inaccuracies that always exist. As conclusions highlight the need to improve initial training and continuous training of teachers so that use resources that promotes active student participation and improve the evaluation processes. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Avances de Investigación en Educación Matemática is the property of Sociedad Espanola de Investigacion en Educacion Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the 20th century, one of the most debated issues regarding Aquinas's theory of knowledge was the process of abstraction. Attention was mainly focused on the role of abstraction in the definition of objects of speculative sciences. Leaving aside the particular features (and disparities) of this debate, this paper aims to focus on the analysis of a very peculiar text in which abstraction -still considered as the cause of the distinction of mathematical objects-does not seem to designate some sort of intellectual operation. On the contrary, abstraction there appears as a property of the very mathematical essences or forms. The consequences of this could lead to the revision of some established ideas in Thomistic Epistemology. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research carried out with students of 4th year of Primary Education in which we analyze the effects of the use of a methodology based on the invention and reconstruction of problematic situations in Mathematics class, on the development of metacognition. Results indicate that the implementation of the program improves the following areas in the students: Metacognitive Declarative Knowledge, Procedural Metacognitive Knowledge, Conditional Metacognitive Knowledge and Metacognitive Ability of Prediction. The invention of problematic situations allows students to discover the error and to recognize it in order to avoid it in the construction of new knowledge. These situations promote the awareness of the mental processes involved in the development of the task and in the decision making for the implementation of solving strategies. [ABSTRACT FROM AUTHOR]

Copyright of Cogency: Journal of Reasoning & Argumentation is the property of Cogency Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results of a research carried out with students of 4th year of Primary Education in which we analyze the effects of the use of a methodology based on the invention and reconstruction of problematic situations in Mathematics class, on the development of metacognition. Results indicate that the implementation of the program improves the following areas in the students: Metacognitive Declarative Knowledge, Procedural Metacognitive Knowledge, Conditional Metacognitive Knowledge and Metacognitive Ability of Prediction. The invention of problematic situations allows students to discover the error and to recognize it in order to avoid it in the construction of new knowledge. These situations promote the awareness of the mental processes involved in the development of the task and in the decision making for the implementation of solving strategies. [ABSTRACT FROM AUTHOR]

Copyright of Innovación Tecnológica is the property of Instituto de Informacion Cientifica y Tecnologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología is the property of Cuadernos de Neuropsicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)