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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]

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]

This paper, a product of the research entitled "Mathematics teachers' Narratives and Subjectivities about their professional experience", presents matters related to mathematics teachers' training. Unveiling the mathematics teachers' subjectivities in narrative wefts which are made about their professional experiences and their formation trajectories is the main purpose of this inquiry. It assumes the narrative perspective in its epistemological and methodological dimension, in a way which claims the narrative thinking as a way of the knowing of the world and self-knowing. The analysis of the considered investigation antecedents and the voices of teachers who narrate themselves allowed to assume the training mathematics teachers' curricula as a criticism object, so it became a first inquiry result. Thus, the curricula were interrogated in connection with: a) The logic-scientific thinking hegemony and ignoring the narrative thinking contributions in the training processes; b) the absence of intentional actions for understanding the subjectivation modes which underlie the formative processes; c) the identity configurations and subjectivities that underlie in the formation trajectories. It concludes that the hegemony of a logic-scientific thinking way and ignoring the narrative knowing way in the mathematics teachers' training processes show the formation as decontextualized, apolitical, and ahistorical. Besides, the logic-scientific thinking configures a knowing way which prevails the truth search and shows faith in rational knowledge as the most powerful force for the world understanding and the self-understanding. [ABSTRACT FROM AUTHOR]

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]

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 will analyze the importance of playfulness as an instrument for learning mathematics, taking into account that the body allows to develop not only motor skills but also intellectual faculties involving high levels of abstraction, such as mathematical operations like addition, subtraction, multiplication and division. The methodology used was action research, through interviews to students, parents and teachers, as well as the systematization of experiences in the classroom by means of a field diary. It was found that traditional -tedious- teaching does not allow students to realize the importance of learning mathematics. It is concluded that it is necessary for the teachers to implement strategies that link playfulness and the body, in order to improve teaching-learning processes, which allows that mathematics do not be considered as something far from reality, but that be granted the status of a knowledge that improves the processes of understanding and reflection, facilitating the solution of practical problems. [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]

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]