{"id":278,"date":"2016-05-13T23:40:04","date_gmt":"2016-05-13T23:40:04","guid":{"rendered":"http:\/\/somidem.com.mx\/revista\/?p=278"},"modified":"2016-05-13T23:40:04","modified_gmt":"2016-05-13T23:40:04","slug":"vol25-1-1_en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/13\/vol25-1-1_en\/","title":{"rendered":"\ufeffLearning to notice \u201cmathematics learning\u201d in primary education. Characteristics from a B-Learning context"},"content":{"rendered":"

Mar\u00eda del Carmen Penalva, Carolina Rey y Salvador Llinares<\/p>\n

Abstract.<\/strong> The aim of this research is to identify the characteristics of the process
\nof instrumentalization of the knowledge in didactics of mathematics in
\nprimary teachers. Context was a professionalization course as psicopedagogic.
\n65 primary teachers participate in a b-learning environment focus on analyzing
\nchildren\u2019s mathematical thinking. Learning environment integrated case studies
\nand virtual debates. The analysis of spicopedagogic students\u2019 productions and
\ntheir participations in debate led us to characterize the learning as a change in the discourse. Discourse change was evidenced by the gradual integration and
\nuse of didactics of mathematics knowledge in the task solving. The focus of tasks
\nwas to interpret students\u2019 mathematical thinking and to plan a new educational
\nintervention. Results allow us to identify the rebuttals during online debate as the
\nmechanism that support of instrumentalization process of knowledge evidenced
\nby the change of the discourse.<\/p>\n

Key words<\/strong>: Professional development, b-learning, mathematics learning,
\ninteraction.<\/p>\n

\"download\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Mar\u00eda del Carmen Penalva, Carolina Rey y Salvador Llinares Abstract. The aim of this research is to identify the characteristics of the process of instrumentalization of the knowledge in didactics of mathematics in primary teachers. Context was a professionalization course as psicopedagogic. 65 primary teachers participate in a b-learning environment\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":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/278"}],"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=278"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/278\/revisions"}],"predecessor-version":[{"id":280,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/278\/revisions\/280"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=278"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=278"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=278"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}