Tendiendo Puentes Entre Teorias: ¿Qué Puede Lograrse? = Building Bridges between Theories: What Can Be Achieved? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/in	Trigueros, María
Titel	Tendiendo Puentes Entre Teorias: ¿Qué Puede Lograrse? = Building Bridges between Theories: What Can Be Achieved? [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Educational Theories; Creativity; Mathematical Logic; Epistemology; Educational Research; Mathematics Education; Mathematical Concepts; Concept Formation; Calculus; Algebra; Secondary School Mathematics; College Mathematics + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Kreativität; Mathematical logics; Mathematische Logik; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Mathematische Bildung; Concept learning; Begriffsbildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	Interest in understanding mathematics teaching and learning phenomena, and to develop new and effective methodologies to teach Differential Calculus and Linear Algebra led me to look for ways to dialogue between APOS Theory and other mathematics education theories. This enterprise has facilitated a better understanding of them. Bridges between them have been constructed that enable to find possible points of contact and to expand their borders without changing their fundamental hypothesis. In this paper, a reflection on what a dialog between theories entails is illustrated and, through three examples, it shows how it promotes enriching experiences for researchers and stimulates students' creativity. Results also underline how positive outcomes in terms of students learning and in the development of effective teaching resources can be obtained. [Written in both Spanish and English. For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01