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Matemáticas Dialógicas. ‘Yo soy de mates’

  • Autores: Francisco Javier Díez Palomar
  • Localización: Modelling in Science Education and Learning, ISSN-e 1988-3145, Vol. 10, Nº. 1, 2017, págs. 289-308
  • Idioma: español
  • DOI: 10.4995/msel.2017.6697
  • Títulos paralelos:
    • Dialogic Mathematics `I'm good at math'
  • Enlaces
  • Resumen
    • español

      En este artículo se hace una presentación del enfoque de las matemáticas dialógicas a través de tres actuaciones educativas de éxito (AEE): los grupos interactivos, la formación en matemáticas de familiares, y las tertulias matemáticas dialógicas.  El objetivo es ilustrar a través de tres ejemplos cómo funcionan dichas AEE, que los estudios previos han demostrado que contribuyen a mejorar los aprendizajes de las matemáticas. Se concluye que el enfoque del análisis de las interacciones abre las puertas a comprender mejor cómo aprendemos matemáticas, y la creación de espacios dialógicos basados en dichas contribuciones puede ser una oportunidad para mejorar las puntuaciones de matemáticas de nuestros estudiantes.

    • English

      In  this  article  I  introduce  the  dialogic  mathematics  approach,  drawing  on  three  successful  educational actions (SEAs): interactive groups, family involvement in mathematics, and dialogic mathematics gatherings. The main aim is to illustrate through these examples how SEAs, which previous studies have proved that contribute to improve mathematics learning, work. I conclude that looking at interactions may open the floor  to  better  understand  how  we  learn  mathematics,  while  the  creation  of  dialogic  spaces  based  on such contributions may also be an opportunity to improve students' mathematics achievement.

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