{"id":2176,"date":"2017-11-30T00:56:49","date_gmt":"2017-11-30T00:56:49","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=2176"},"modified":"2017-11-30T01:07:41","modified_gmt":"2017-11-30T01:07:41","slug":"school-realities-in-mathematics-classes","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/11\/30\/school-realities-in-mathematics-classes\/","title":{"rendered":"School Realities in Mathematics Classes"},"content":{"rendered":"

Alfonso Jim\u00e9nez Espinosa
\nAlba Soraida Guti\u00e9rrez Sierra<\/p>\n

Abstract<\/strong>. The article presents results of an investigation that had as objective
\nto analyze realities of classes of mathematics teachers in an institution of basic
\nand average education. In the theoretical reference are considered aspects like
\nbeliefs, conceptions, interactions in the classroom, pedagogical practices and
\ndidactic models. The research was developed under a qualitative approach,
\nwhere it is interesting to establish the realities that are lived inside the classrooms
\nin the mathematics classes, it tries to emphasize complex understandings
\nand relationships that are given in the classrooms. There is still a traditional
\ndidactic approach, with constructivism, deriving from conceptions of mathematics.
\nTeaching is synonymous of exposition of contents, with few actions that
\nfavor the development of mathematical thinking. The results were analyzed
\njointly with teachers, especially on possible reasons for these practices, and
\nhow they could be improved.<\/p>\n

Key Words:<\/strong> School realities, mathematics, didactic models, (re)signification.<\/p>\n

DOI: 10.24844\/EM2903.04\"\"<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Alfonso Jim\u00e9nez Espinosa Alba Soraida Guti\u00e9rrez Sierra Abstract. The article presents results of an investigation that had as objective to analyze realities of classes of mathematics teachers in an institution of basic and average education. In the theoretical reference are considered aspects like beliefs, conceptions, interactions in the classroom, pedagogical\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2176"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=2176"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2176\/revisions"}],"predecessor-version":[{"id":2177,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2176\/revisions\/2177"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=2176"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=2176"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=2176"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}