Dise O Y Evaluaci N De Una Propuesta Curricular De Aprendizaje De La Geometr A En Ense Anza Secundaria Basada En El Modelo De Razonamiento De Van Hiele

Author: Rosa Corberán Salvador
Editor: Ministerio de Educación
ISBN: 9788436925395
Size: 11,65 MB
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Matematicas Profesores De Ense Anza Secundaria Volumen Ii E Book

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Editor: MAD-Eduforma
ISBN: 8466512632
Size: 20,36 MB
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Razones Para Ense Ar Geometr A En La Educaci N B Sica

Author: Beatriz Bogisic
Editor: Noveduc Libros
ISBN: 9789879191897
Size: 20,27 MB
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Did Ctica De La Matem Tica En La Educaci N Secundaria Manual Para La Formaci N Inicial Del Profesorado De Secundaria

Author: María Francisca Moreno Carretero
Editor: Universidad Almería
ISBN: 9788482401171
Size: 15,13 MB
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En el actual panorama de aceleración de los procesos de los descubrimientos científicos y tecnológicos de drásticas variaciones en el mercado de trabajo (donde, presumiblemente, un importante número de profesiones, hasta ahora desconocidas, aparecerán en los primeros años del próximo milenio), de incertidumbre ante las demandas de lo que supone hoy una calificación profesional con visos de éxito, la competitividad en variadas facetas de la conviviencia social, la ambigüedad de lo que supone la preparación para la vida o la noción de cultura básica, etc... Es indudable que, ante esta realidad cambiante en que vivimos, entrando en la que se ha dado en denominar Era de la información, un elemento importante en el porvenir de los países es el nivel de formación, propiciada por una amplia cultura base que facilite su continua adaptación a los cambios venideros.

Juegos Y Materiales Manipulativos Como Dinamizadores Del Aprendizaje En Matem Ticas

Author: Cipriano Sánchez Pesquero
Editor: Ministerio de Educación
ISBN: 9788436931518
Size: 16,73 MB
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Estudia la influencia de los juegos y materiales manipulativos en el aprendizaje de las matemáticas, presentando múltiples ejemplos prácticos.

Competencias Del Profesor De Matem Ticas De Secundaria Y Bachillerato Ebook

Author: Vicenç Font
Editor: Edicions Universitat Barcelona
ISBN: 8447535584
Size: 13,63 MB
Format: PDF
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La presente obra constituye una aportación fundamental al intercambio de conocimientos sobre propuestas instruccionales para el desarrollo de competencias profesionales y su didáctica en la formación inicial y permanente de profesores, así como al desarrollo de la competencia de los futuros docentes en el análisis didáctico de secuencias de enseñanza y aprendizaje que les faciliten su descripción y valoración. Como resultado del seminario internacional celebrado en 2010 en Santiago de Querétaro (México), profesores de la Universidad Nacional Autónoma de México, de la Universidad Autónoma de Querétaro y de la Universidad de Barcelona abordan el contexto institucional tanto español como mexicano en el que se forman los profesores; la problemática del desarrollo de sus competencias profesionales, y, como botón de muestra, presentan un material didáctico elaborado específicamente para la formación de futuros docentes.

One Field Many Paths

Author: Robert E. Reys
Editor: American Mathematical Soc.
ISBN: 0821827715
Size: 19,13 MB
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This book is the first to focus specifically on doctoral programs in mathematics education. It reflects the proceedings of a National Conference on Doctoral Programs in Mathematics Education (Lake Ozark, MO) which was sponsored by the National Science Foundation. This conference was proceeded by a comprehensive survey of programs conducted over the preceding year. The meeting was designed to generate dialog regarding the nature of current doctoral programs in mathematics education, to discuss ways to strengthen such programs, and to detail suggestions and guidelines for faculty engaged in restructuring an existing program or in creating a new one.This volume outlines the results of the conference organized by the following sections: Background, which includes papers providing different perspectives of doctoral programs in mathematics education in the U.S. and abroad; Core Components, which highlights elements in common to most doctoral mathematic programs, including course work, research, education, and teaching; Related Issues, which addresses the challenges of recruiting, organizing new programs, and restructuring existing programs; Reactions and Reflections, which contains the thoughts of recent graduates regarding their doctoral programs and observations on the importance of integrating policy issues into doctoral programs; and, Ideas for Action, which provides a brief synthesis of the conference and offers suggestions for future action to improve future doctoral programs.

U S Doctorates In Mathematics Education

Author: Robert E. Reys
Editor: American Mathematical Soc.
ISBN: 9780821845844
Size: 12,32 MB
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Mathematics education in the United States will be shaped at all levels by those who hold doctorates in the field. As professors, they influence the structure and content of university programs in mathematics education, where future teachers are prepared. As scholars, they engage in research and lead us to a deeper and better understanding of the field. This book is a detailed study of doctoral programs in mathematics education. It stems from a national conference sponsored by the National Science Foundation. It involved participants from across the United States, as well as Brazil, Japan, Norway, and Spain, and followed up the work of an earlier conference, published in One Field, Many Paths: U.S. Doctoral Programs in Mathematics Education (Volume 9 in this series). The book, as was the conference, is organized around several major questions, including: What is the core knowledge for doctoral students in mathematics education? What are the important issues and challenges in delivering doctoral programs? What can we learn about doctoral preparation by comparisons with other countries?What effect would accreditation of doctoral programs in mathematics education have on the profession?What next steps need to be addressed now? The book documents the wide range of ideas about doctoral programs in mathematics education and their varied features. It provides readers with current visions and issues concerning doctoral studies in the field and serves as a reminder that establishing stewards of the discipline of mathematics education is a continuing challenge.

Indice Espa Ol De Ciencias Sociales

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Editor:
ISBN:
Size: 11,10 MB
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Mathematics Education As A Research Domain A Search For Identity

Author: Anna Sierpinska
Editor: Springer
ISBN: 9401151946
Size: 20,56 MB
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No one disputes how important it is, in today's world, to prepare students to un derstand mathematics as well as to use and communicate mathematics in their future lives. That task is very difficult, however. Refocusing curricula on funda mental concepts, producing new teaching materials, and designing teaching units based on 'mathematicians' common sense' (or on logic) have not resulted in a better understanding of mathematics by more students. The failure of such efforts has raised questions suggesting that what was missing at the outset of these proposals, designs, and productions was a more profound knowledge of the phenomena of learning and teaching mathematics in socially established and culturally, politically, and economically justified institutions - namely, schools. Such knowledge cannot be built by mere juxtaposition of theories in disci plines such as psychology, sociology, and mathematics. Psychological theories focus on the individual learner. Theories of sociology of education look at the general laws of curriculum development, the specifics of pedagogic discourse as opposed to scientific discourse in general, the different possible pedagogic rela tions between the teacher and the taught, and other general problems in the inter face between education and society. Mathematics, aside from its theoretical contents, can be looked at from historical and epistemological points of view, clarifying the genetic development of its concepts, methods, and theories. This view can shed some light on the meaning of mathematical concepts and on the difficulties students have in teaching approaches that disregard the genetic development of these concepts.