Conceptions of Honduran Secondary School Teachers on the Number Line in Symbolic Management Tasks = Concepciones de profesores Hondureños de secundaria sobre la recta numérica en tareas de gestión simbólica [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	Estrada, Sharon Samantha Membreño; Soto, Claudia Margarita Acuña
Titel	Conceptions of Honduran Secondary School Teachers on the Number Line in Symbolic Management Tasks = Concepciones de profesores Hondureños de secundaria sobre la recta numérica en tareas de gestión simbólica [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), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Secondary School Teachers; Numbers; Teacher Workshops; Teacher Attitudes; Models; Problem Solving; Task Analysis; Foreign Countries; Videoconferencing; Computer Software; Pedagogical Content Knowledge; Mathematics Teachers; Honduras + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zahlenraum; Lehrerverhalten; Analogiemodell; Problemlösen; Aufgabenanalyse; Ausland; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	The number line is a model that is used to measure, count, order and even operate, which requires a symbolic interpretation. Then, we investigate the conceptions of 72 in service secondary teachers, when they manage the model of the number line associated with order, spatial location and the relative position between numbers and marks. In a workshop carried out through Internet, we found that the participants consider that the usefulness of the model is in the manipulation, and they do not see the need to modify it, despite the requirements of the problem, taking for granted its usefulness and the control that resources could give them, such as the change of the numerical scale. They don't even realize the symbolic properties to interpret the numerability. [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