Methodology for the Design of Didactic Sequences for Secondary Mathematics in a Technological Context = Metodología Para El Diseño De Secuencias Didácticas Para Matemática De Secundaria En Un Contexto Tecnológico [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Sánchez, Jamil Fabiola Alvarado; Munguía, José Luis Soto
Titel	Methodology for the Design of Didactic Sequences for Secondary Mathematics in a Technological Context = Metodología Para El Diseño De Secuencias Didácticas Para Matemática De Secundaria En Un Contexto Tecnológico [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Mathematics; Mathematics Instruction; Instructional Design; Technology Integration; Technology Uses in Education; Teaching Methods; Mathematics Curriculum; Curriculum Development; Mathematics Teachers; Teacher Workshops; Sequential Approach; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schrittfolge; Ausland; Mexiko
Abstract	In this paper a didactic proposal is presented which consists of a methodology aimed at secondary level mathematics teachers, the aim of this proposal is to provide the teacher with a tool to design teaching sequences in order to take them to the classroom; These designs have the particularity of incorporating digital technology for the development of the sequence and its implementation. The methodology was developed based on the articulation of: the didactic structure of Díaz-Barriga, the teaching method ACODESA of Hitt and the curricular developments of Taba. The methodology has been tested with a group of 11 teachers in a course-workshop of 40 hours, the results obtained were three didactic sequences elaborated by three teams of teachers in a technological context (using Geogebra), where it is perceived that it is possible to design using this methodological proposal, however, teachers presented some difficulties during the process of articulation with technology. [For the complete proceedings, see ED629884.] (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	2024/1/01