Conditional propositions: Problematic performances and didactic strategies
We share some results obtained from a teaching experiment, where the role of the use of dynamic geometry is important, designed to help students overcome some problematic performances related to the use and comprehension of conditional propositions aspect tha affects learning to prove. We describe f...
- Autores:
-
Samper, Carmen
Perry, Patricia
Camargo, Leonor
Echeverry, Armando
Molina, Óscar
- Tipo de recurso:
- Fecha de publicación:
- 2010
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32075
- Acceso en línea:
- http://hdl.handle.net/1992/32075
http://funes.uniandes.edu.co/4981/
- Palabra clave:
- Lógica
Enseñanza
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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Conditional propositions: Problematic performances and didactic strategies |
| title |
Conditional propositions: Problematic performances and didactic strategies |
| spellingShingle |
Conditional propositions: Problematic performances and didactic strategies Lógica Enseñanza Educación / Licenciaturas |
| title_short |
Conditional propositions: Problematic performances and didactic strategies |
| title_full |
Conditional propositions: Problematic performances and didactic strategies |
| title_fullStr |
Conditional propositions: Problematic performances and didactic strategies |
| title_full_unstemmed |
Conditional propositions: Problematic performances and didactic strategies |
| title_sort |
Conditional propositions: Problematic performances and didactic strategies |
| dc.creator.fl_str_mv |
Samper, Carmen Perry, Patricia Camargo, Leonor Echeverry, Armando Molina, Óscar |
| dc.contributor.author.none.fl_str_mv |
Samper, Carmen Perry, Patricia Camargo, Leonor Echeverry, Armando Molina, Óscar |
| dc.contributor.other.none.fl_str_mv |
Pinto, Márcial Kawasaki, Teresinha |
| dc.subject.keyword.es_CO.fl_str_mv |
Lógica Enseñanza |
| topic |
Lógica Enseñanza Educación / Licenciaturas |
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Educación / Licenciaturas |
| description |
We share some results obtained from a teaching experiment, where the role of the use of dynamic geometry is important, designed to help students overcome some problematic performances related to the use and comprehension of conditional propositions aspect tha affects learning to prove. We describe four strategies designed to aid students to deal with the problematic performances, the instrument used to determine efficiency of the didactic strategies and report our findings. |
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2010 |
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2010-07 |
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2020-06-01T19:18:12Z |
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2020-06-01T19:18:12Z |
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Samper, Carmen; Perry, Patricia; Camargo, Leonor; Echeverry, Armando; Molina, Óscar (2010). Conditional propositions: Problematic performances and didactic strategies. En Pinto, Márcia; Kawasaki, Teresinha (Eds.), Proceedings of the 34th Conference of the |
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http://hdl.handle.net/1992/32075 |
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10.57784/1992/32075 |
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Samper, Carmen; Perry, Patricia; Camargo, Leonor; Echeverry, Armando; Molina, Óscar (2010). Conditional propositions: Problematic performances and didactic strategies. En Pinto, Márcia; Kawasaki, Teresinha (Eds.), Proceedings of the 34th Conference of the 10.57784/1992/32075 instname:Universidad de los Andes reponame:Repositorio Institucional Séneca repourl:https://repositorio.uniandes.edu.co/ |
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http://hdl.handle.net/1992/32075 http://funes.uniandes.edu.co/4981/ |
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eng |
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eng |
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Belo Horizonte, Brasil |
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En Pinto, Márcia; Kawasaki, Teresinha (Eds.), Proceedings of the 34th Conference of thehttp://hdl.handle.net/1992/3207510.57784/1992/32075http://funes.uniandes.edu.co/4981/instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/We share some results obtained from a teaching experiment, where the role of the use of dynamic geometry is important, designed to help students overcome some problematic performances related to the use and comprehension of conditional propositions aspect tha affects learning to prove. 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