Aprendizaje desde el error en la enseñanza del álgebra con apoyo de una estrategia tecnopedagógica, en estudiantes de octavo grado

Error in learning has been approached from different perspectives. One of these is that of Sanmartí (2007) who expresses: error is useful, it is convenient to stimulate its expression so that it can be detected, understood and its regulation favored. However, in many educational environments, volunt...

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Autores:: Moreno Cárdenas, Sandra Liliana

Tipo de recurso:

Fecha de publicación:: 2020

Institución:: Universidad de los Andes

Repositorio:: Séneca: repositorio Uniandes

Idioma:: spa

Description
Summary:	Error in learning has been approached from different perspectives. One of these is that of Sanmartí (2007) who expresses: error is useful, it is convenient to stimulate its expression so that it can be detected, understood and its regulation favored. However, in many educational environments, voluntarily or involuntarily, error is maintained as a negative connotation, i.e., it is seen as an element of judgment and not as the product of a learning process. On the other hand, including technological resources in the teaching-learning process, helps students to understand the meaning of mathematical ideas, reason mathematically and communicate their mathematical thinking (Matus, 2014). Edpuzzle in particular, allows shifting instruction from a collective teaching space to an individual learning space in which the educator guides students (Mayer, 2014). This is why the objective of the present research is to analyze the error in algebra class assessments through the implementation of a techno pedagogical strategy. The research is framed within a qualitative approach and the methodology carried out was action research. The errors in the evaluations were related to the four dimensions of the Teaching for Understanding framework and were analyzed with the help of the technological tool Edpuzzle. The results of the research show qualification of the teaching practice, improvement in the understanding of algebraic concepts and appropriation of the tool by the students. The conclusions of this study are based on recommendations for the researcher teacher, for her colleagues (algebra teachers) and for the institution where the research was developed.

Aprendizaje desde el error en la enseñanza del álgebra con apoyo de una estrategia tecnopedagógica, en estudiantes de octavo grado

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