Contribución del conocimiento didáctico del docente sobre los procesos de resolución de problemas matemáticos

This study determines the correlation between the Teaching Knowledge of the Teacher (CD) and the Processes of Mathematical Problems Resolution (RPM) of the students, grouping these processes in the categories: cognitive and metacognitive processes (López, 2011). Based on a quantitative approach, with a correlational design; The sample consists of 7 mathematics teachers and 60 sixth grade students from the José Eusebio Caro District Educational Institution of Barranquilla. A questionnaire was applied to the teachers and to the students a flexible interview, the results show that the teachers' CD correlates with the Metacognitive processes of the RPM, with a level of significance given by a P value (P <0.50) and a moderate degree of correlation tending to high; however, with cognitive processes there is no such correlation. Concluding that teachers do not deepen their teaching in the processes of understanding, analysis and interpretation of mathematized concepts and therefore students do not use the RPM processes, and did not learn to solve problems

• Autores: Hernández Pérez, Yira Mariana
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2019
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/2813
• Acceso en línea: https://hdl.handle.net/11323/2813; https://repositorio.cuc.edu.co/
• Palabra clave: Conocimiento didáctico del docente; Procesos de resolución de Problemas Matemático; Procesos de resolución de problemas matemáticos
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual