Promoting Proportional Reasoning with the Support of Digital Technology = Promoviendo el razonamiento proporcional con apoyo de la tecnología digital [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Ortiz, Erasmo Islas; Cuevas-Vallejo, Carlos A.; Orozco-Santiago, José
Titel	Promoting Proportional Reasoning with the Support of Digital Technology = Promoviendo el razonamiento proporcional con apoyo de la tecnología digital [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Concepts; Mathematical Logic; Mathematics Instruction; Educational Technology; Foreign Countries; Secondary School Students; Concept Formation; Mexico + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Ausland; Sekundarschüler; Concept learning; Begriffsbildung; Mexiko
Abstract	In this report, we present an advance of doctoral research. We explore teaching alternatives that promote proportional reasoning in Mexican students between 14 and 15 years old with the support of digital technology. We designed a sequence of activities that pretends to signify the concepts of ratio and proportion in their diverse representations and from the perspective of linear functions. For the design of the tasks, elements of the Realistic Mathematics Education framework and Cuevas-Pluvinage Didactics were used. The learning objectives and proposed activities were organized through a hypothetical learning trajectory. Subject to presenting the group results, we randomly selected a student to present the analysis of the results achieved. We found that the tasks promoted proportional reasoning. [For the complete proceedings, see ED630210.] (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