Tecnología Digital y Formulación de Problemas durante el Proceso de Resolución de Problemas = Digital Technology and Formulation of Problems during the Process of Solving Problems [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	Aguilar-Magallón, Daniel Aurelio; Reyes-Martìnez, Isaid
Titel	Tecnología Digital y Formulación de Problemas durante el Proceso de Resolución de Problemas = Digital Technology and Formulation of Problems during the Process of Solving Problems [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), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Problem Solving; Educational Technology; Technology Uses in Education; Spatial Ability; Geometric Concepts; Geometry; Masters Programs; Teacher Education Programs; Computer Software; Models; Concept Formation; High Schools; Secondary School Teachers; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Räumliches Vorstellungsvermögen; Elementare Geometrie; Geometrie; Magister course; Magisterstudiengang; Analogiemodell; Concept learning; Begriffsbildung; High school; Oberschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	We analyze and discuss ways in which prospective high school teachers pose and pursue questions or problems during the process of reconstructing dynamic configurations of figures given in problem statements. To what extent does the systematic use of a Dynamic Geometry System (DGS) help the participants engage in problem posing activities throughout problem solving phases that include the construction of dynamic models, the search for different solutions methods and the process of extending initial statements? The participants relied on technology affordances such as dragging objects, using sliders, quantifying relations, and drawing loci to construct dynamic configurations that led them formulate and pursue different problems. [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