Argumentative mathematics competition in 6th grade. A proposal focusing on digital open educational resources
The mathematical knowledge that guides the handling of symbolisms, equations, graphs, calculation, is not always understood by the student, in relation to its application to experiences and routines; From this premise, the aim of this article is to design a didactic strategy focused on the developme...
- Autores:
-
Marín-González, Freddy
Castillo Nieto, José
Torregroza Mendoza, Yair
Peña Arrieta, Carlos
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/7689
- Acceso en línea:
- https://hdl.handle.net/11323/7689
https://repositorio.cuc.edu.co/
- Palabra clave:
- Mathematical competence
technological resource
logical thinking
mathematical knowledge
primary education
Competencia matemática
recursos tecnológicos
pensamiento lógico
conocimiento matemático
educación primaria
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The mathematical knowledge that guides the handling of symbolisms, equations, graphs, calculation, is not always understood by the student, in relation to its application to experiences and routines; From this premise, the aim of this article is to design a didactic strategy focused on the development of mathematical argumentative skills in sixth grade students in Colombia, through the use of Open Digital Educational Resources (ODER). The research design of a qualitative and quantitative nature transcends a descriptive level and is located in the analyticalpropositive, through an empirical-field approach, which includes a pretest-posttest quasi-experiment. The units of analysis are represented by students and teachers, who are selected in an intentional non-probabilistic sampling, to be treated by observation, survey, and quasi-experiment. In the results, the initial and final state of the mathematical argumentation is analyzed, recording the changes of one state with respect to another, once didactic processes mediated by the ODER have been incorporated. It is concluded that the application of strategies focused on open digital educational resources contributes to the development of logical-formal thinking, displaying in the student his argumentative competences. |
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