Escenarios de Aprendizaje y el Uso Sistemático de Tecnologías Digitales en Ambientes de Resolución de Problemas = Learning Scenarios and the Systematic Use of Digital Technologies in Problem Solving Environments [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/inn/en	Reyes-Martinez, Isaid; Aguilar-Magallón, Daniel Aurelio
Titel	Escenarios de Aprendizaje y el Uso Sistemático de Tecnologías Digitales en Ambientes de Resolución de Problemas = Learning Scenarios and the Systematic Use of Digital Technologies in Problem Solving Environments [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), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; High Schools; Secondary School Teachers; Mathematics Teachers; Preservice Teachers; Problem Solving; Mathematics Instruction; Handheld Devices; Telecommunications; Masters Programs + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; Oberschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Problemlösen; Mathematics lessons; Mathematikunterricht; Telekommunikationstechnik; Magister course; Magisterstudiengang
Abstract	Existing technologies pose challenges for the education system related to what contents, strategies and skills students should learn and what types of teaching scenarios should be considered in learning. In this study, prospective high school teachers were encouraged to systematic use various digital technologies in a problem solving course during one semester. Results indicate that the participants developed and implemented a set of strategies and ways of thinking that complement and extend the approaches based on the use of pencil and paper. In addition, the use of technology allowed the participants extend mathematical discussion beyond formal settings. [Written in 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