Competencias matemáticas en el componente aleatorio mediadas por plataforma Claroline en estudiantes de 11° de la Institución Educativa San Luis Beltrán
The teaching of mathematics has always been marked by little conventions that help the student apprehends knowledge in a context of normal learning, as with the other subjects. The preconceived idea of the difficulty, which the pressure exerted on the learner, in the sense that mathematics "is...
- Autores:
-
Alvarado Barraza, Wilson
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2016
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/1320
- Acceso en línea:
- https://hdl.handle.net/11323/1320
https://repositorio.cuc.edu.co/
- Palabra clave:
- Competencias matemáticas
Ambiente Virtual
TIC
Componente aleatorio
Math Skills
Virtual Environment
ICT
Random component
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | The teaching of mathematics has always been marked by little conventions that help the student apprehends knowledge in a context of normal learning, as with the other subjects. The preconceived idea of the difficulty, which the pressure exerted on the learner, in the sense that mathematics "is the most important" adds contribute to the teaching-learning process in this area constitutes a challenge for the student, which is obliged to give a good performance, even over his inclinations and personal potential. Currently, however, there are technological tools that, properly applied, can be pleasant and efficient for the student, thus prejudicing a volunteer and efficient learning of mathematics. Such is the theme of this project, carried out with students from Grade 11 Educational San Luis Beltran in Manatí, to which they were applied an academictechnological mediation through the Claroline tool, which provides options that make nice learning and enables students to learn and apply their true capabilities for the apprehension of mathematics. The results, in a project that fits into the line of quasi-experimental research, show that it is certainly possible to teach mathematics and get good results, when the will of teachers and students around the same academic goal are combined. Although the results can not be taken as dogmatic, yes they mark a new alternative for teachers and students to make teaching and learning of mathematics a pleasant, relaxing and efficient activity. |
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