La complejidad de las tareas auténticas estimadas desde el contexto real del desarrollo docente

Miriam Deysi Bautista Lopez, Fiorella Casallo Chanco, Gabriela Mercedes Ruiz Quispe, Fabiola Talavera-Mendoza

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

Resumen

The training and experience of teachers in the creation of mathematical verbal problems is a challenge influenced by the characteristics of the statement and the person. We focus on analyzing the level of performance of the tasks formulated based on authenticity, realism, and cognitive mastery built by teachers of continuous training (or in-service) and initial training (or pre-service). Content analysis of 30 statements compiled using the content analysis technique was performed, and attending qualitative descriptions encoded according to the data and semantic sequences categorized. The results indicate a prevalence of authentic tasks by in-service teachers with an inclination to the cognitive domain as opposed to pre-service, who present a slight deviation from fictitious and plausible tasks. Findings are presented in the exercise of continuous teaching, demonstrating an advantage in the approach, understanding of tasks and redesign to generate learning opportunities and, on the other hand, the need to improve professional training in the development of cognitive skills in the formulation of complex verbal problems in future teachers.

Título traducido de la contribuciónThe complexity of authentic tasks estimated from the real context of the teacher development
Idioma originalEspañol
Páginas (desde-hasta)116-144
Número de páginas29
PublicaciónEducacion Matematica
Volumen35
N.º2
DOI
EstadoPublicada - 2023

Nota bibliográfica

Publisher Copyright:
© 2023 Mexican Society for Research and Dissemination of Mathematics Education. All rights reserved.

Palabras clave

  • Authentic learning
  • mathematical statements
  • primary education
  • realistic tasks

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