Categoría: Volumen 29

Melania Bernabeu
Salvador Llinares

Resumen: El objetivo de esta investigación es identificar características de la
comprensión de las figuras geométricas en estudiantes de 6 a 9 años. Usamos
las nociones de aprehensión perceptual, operativa y discursiva de Duval, así
como la idea de concepto figural de Fischbein, para analizar la transición entre
lo perceptual y lo conceptual en el desarrollo de la comprensión de las figuras.
Entrevistamos a 30 niños (de 6 a 9 años de edad) y analizamos cómo reconocen
y relacionan diferentes atributos en las figuras geométricas para clasificarlas.
Los resultados indican tres características relevantes: (a) La existencia de un
desfase entre el uso de los nombres de las figuras prototípicas y su comprensión
conceptual; (b) Que el reconocimiento de los atributos para clasificar las figuras
no es un proceso uniforme y depende del atributo considerado; y (c) La influencia
que desempeñan las figuras prototípicas —y el dominio semántico restringido
del término usado para nombrarla— en el proceso de reconocer y clasificar las
figuras. Estos resultados proporcionan información sobre cómo los estudiantes
establecen relaciones entre lo perceptual y lo conceptual que es relevante para
caracterizar la progresión de la comprensión de las figuras geométricas.

Palabras clave: Comprensión de figuras, concepto figural, entrevistas clínicas
basadas en tareas, pensamiento geométrico, figuras geométricas.

DOI: 10.24844/EM2902.01

Lucía Zapata-Cardona
Difariney González Gómez

Abstract: This article discusses teachers’ images on statistics and its teaching. It
began with their trajectories to explain the formation of images on statistics and
how through participation in a professional development program these images
were transformed. The participants of this research were 10 in-service teachers
who were responsible for teaching statistics either in elementary (6-11 years),
middle (11-15 years) or high school (15-17 years) in public schools in Medellin,
Colombia. The teachers participated in a professional development program
inspired by the social learning theory in which they designed statistical lessons,
put them into practice and reflected on the implementation. The sources of
information were their discourses in the program, autobiographical writings,
reflective writings and semi-structured interviews. The results revealed that teachers
began with static, technical, and un-transformable images of statistics and
they started to construct images of statistics as a tool for empirical inquiry.

Keywords: teacher professional development, school statistics, empirical inquiry,
social theory of learning, images about statistics.

DOI: 10.24844/EM2901.03

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Ainhoa Berciano
Clara Jiménez-Gestal
Jon Anasagasti

Abstract: Results are reported of an exploratory study of how the teaching projects
show the spatial orientation in Childhood Education in the Basque Country; to
this end, 9 educational projects from a total of 11 publishers were selected. After
analyzing the treatment of static orientation and the orientation of the subject
in real spaces in the second cycle of this educational period, we conclude that
despite the evidence of a large dispersion in the approach to it, the importance
given to orientation is limited, where in the early years there is a greater emphasis
on static orientation, and activities related with real spaces are subsequently
introducing. Finally, we show some reflections about the need to do more activities
about orientation in this Educational period.

Keywords: Mathematics education, spatial orientation, didactic projects, mathematics
competency, Childhood Education

DOI: 10.24844/EM2901.05

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Virginia Ciccioli
Natalia Sgreccia

Abstract: This paper aims to characterize the training that is offered to Mathematics’
future teachers on the grounds of the mathematical knowledge for
teaching(MKT) elemental analytical geometry. It is analyzed in terms of the
curricular contribution of the subject Geometry I, in a career of mathematics’
teachers’ training in Argentina. It seeks to identify in detail theMKT domains
through the actions of the teacher and the contents of the first classes of analytic
geometry. The research, which is carried out through a case study, has got a
qualitative focus and a mainly descriptive purpose. The results reveal that all the
domains of the MKT were activated in the observed classes. The diversity and
specificity of such activations can serve as a methodological guide for studies
that are based on the theoretical model of reference, in the line of teachers’
training in analytical geometry.

Key words: teachers’ training — mathematical knowledge for teaching — analytical
geometry.

DOI: 10.24844/EM2901.06

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Rosa Araceli Rotaeche Guerrero
Gisela Montiel Espinosa

Abstract: We present on this paper a didactic experience which main goal was
students learning the concept of angle. To achieve it a design was conducted
by a Didactic Engineering. The preliminary analysis integrates previous research
results that highlight specificity of didactic phenomena associated to the school
concept of angle, and some historic and didactical considerations.
Even when the didactic experience was satisfactory for the teacher and her
students, from an initial evaluation is concluded that the school concept of angle
is not “learned” in a formal and absolute sense, but associated meanings to its
nature are developed; so we say students can use angularity in order to interact
with their environment.
Keywords: Angle, Meanings of angle, Angularity, Didactic Engineering, Didactic
contract.

DOI: 10.24844/EM2901.07

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Patricio Felmer
Josefa Perdomo-Díaz

Abstract: In this paper a teacher professional development program composed
of three strategies and whose articulating strand is problem solving is presented.
These strategies, which we call RPAction Workshop, RPContent and RPClassroom
Workshop, are intended to promote the development of mathematics
skills and strengthen mathematical knowledge, both for mathematics teachers
and students from different grade levels, thus meeting the requirements
of the new mathematics curriculum. This article describes each of these workshops,
its foundations and pilot schemes. These workshops form the core of a
Fondef development project.

Key-words: Professional teacher development, mathematics education, problem
solving, mathematical skills.

DOI: 10.24844/EM2901.08

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Patricio Felmer
Josefa Perdomo-Díaz

Resumen: En este artículo se presenta un programa de desarrollo profesional
docente compuesto por tres estrategias y cuyo eje articulador es la resolución
de problemas. Estas estrategias, que denominamos Taller RPAcción, Taller RPContenido
y Taller RPAula, tienen como propósito promover el desarrollo de las
habilidades matemáticas y fortalecer los conocimientos matemáticos, tanto de
los docentes de matemática como de los estudiantes de los diferentes niveles
escolares, atendiendo así a los requerimientos del nuevo currículo de matemática.
En el artículo se describe cada uno de estos talleres, sus fundamentos y experiencias
piloto realizadas. Estos talleres constituyen el núcleo central de un
proyecto Fondef en desarrollo.
Palabras clave: desarrollo profesional docente, educación matemática, resolución
de problemas, habilidades matemáticas.

DOI: 10.24844/EM2901.08

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