Mathematical meaning-making and its relation to design of teaching

• Jaworski, Barbara ^[1]
  1. [1] Loughborough University

     Loughborough University

     Charnwood District, Reino Unido

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 9, Nº. 4, 2015, págs. 261-272
• Idioma: inglés
• DOI: 10.30827/pna.v9i4.6098
• Títulos paralelos:
  • Creación de significado matemático y su relación con el diseño en la enseñanza
• Enlaces
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  • Texto completo
• Resumen

  • This paper addresses the design of teaching to promote engineering students’ conceptual understanding of mathematics, and its outcomes for mathematical meaning-making. Within a developmental research approach, inquiry-based tasks have been designed and evaluated, through the use of competencies proposed for their potential to promote conceptual learning. A sociocultural frame draws attention to interactions between different cultural elements to address challenges to teaching related to student perspectives and the math-ematical meanings they develop. The paper recognizes tensions between design of inquiry-based practice and the outcomes of that practice, and demonstrates the need for new research to address mathematical meanings of a student community within a sociocultural frame.Creación de significado matemático y su relación con el diseño en la enseñanzaEn este trabajo se aborda el diseño de la enseñanza para promover la comprensión conceptual de las matemáticas por parte de estudiantes de ingeniería, y sus resultados para crear significado matemático. Dentro de un enfoque de investigación del desarrollo, las tareas se han diseñado y evaluado a través del uso de competencias propuestas por su potencial para promover aprendizaje conceptual. Un marco sociocultural llama la atención sobre las interacciones entre los diferentes elementos culturales para hacer frente a los retos de la enseñanza en relación a las perspectivas de los estudiantes y los significados matemáticos que desarrollan. El artículo reconoce las ten-siones entre el diseño de la práctica basada en la investigación y los resultados de esa práctica, y demuestra la necesidad de nuevas investigaciones para abordar los significados matemáticos de una comunidad estudiantil dentro de un marco sociocultural.Handle: http://hdl.handle.net/10481/36050WOS-ESCI 

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