Academic literature on the topic 'Matemáticas – Estudio y enseñanza (Secundaria)'
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Journal articles on the topic "Matemáticas – Estudio y enseñanza (Secundaria)"
Olarría, Alicia Ruiz, Tomás Ángel Sierra Delgado, Marianna Bosch Casabò, and Josep Gascón Pérez. "Las matemáticas para la enseñanza en una formación del profesorado basada en el estudio de cuestiones." Bolema: Boletim de Educação Matemática 28, no. 48 (April 2014): 319–40. http://dx.doi.org/10.1590/1980-4415v28n48a16.
Full textGutiérrez, Silguian Y., and Eugenio C. López. "ENSEÑANZA DE LA GEOMETRÍA EN SEGUNDO AÑO DE EDUCACIÓN SECUNDARIA BAJO EL ENFOQUE DE COMPETENCIAS." Ciencia e Interculturalidad 6, no. 1 (February 15, 2011): 110–19. http://dx.doi.org/10.5377/rci.v6i1.285.
Full textDíaz, Verónica, Luisa Castro, Pamela Del Río, and Miguel Yañez. "Creencias sobre el Contexto Social, Auto Concepto y la Educación Matemática en Estudiantes Chilenos de Enseñanza Secundaria." PARADIGMA 42, no. 2 (November 13, 2021): 453–70. http://dx.doi.org/10.37618/paradigma.1011-2251.2021.p453-470.id1059.
Full textCastro-Soto, Leonel, Patricia Cortés-Campos, Roberto Guzmán-Gómez, Noemí Lezcano-Arias, Grettel Mora-Coto, Natalia Rosales-Fernández, and Miguel Picado-Alfaro. "La historia como recurso didáctico para la enseñanza de las matemáticas desde las directrices curriculares para la educación secundaria en Costa Rica (1949-2012)." Uniciencia 30, no. 2 (July 26, 2016): 1. http://dx.doi.org/10.15359/ru.30-2.1.
Full textMéndez Coca, Miriam. "Competencias del profesor de matemáticas." RECIE 1, no. 2 (June 1, 2016): 41–66. http://dx.doi.org/10.32541/recie.2016.v1i2.pp41-66.
Full textMéndez Coca, Miriam. "Competencias del profesor de matemáticas." Revista Caribeña de Investigación Educativa (RECIE) 1, no. 2 (June 1, 2016): 41–66. http://dx.doi.org/10.32541/salome.2016.v1i2.pp41-66.
Full textCorica, Ana Rosa, and María Rita Otero. "Análisis de un dispositivo didáctico propuesto por futuros profesores de matemática formados en la TAD." Avances de Investigación en Educación Matemática, no. 12 (November 4, 2017): 79–95. http://dx.doi.org/10.35763/aiem.v1i12.126.
Full textCifuentes Alvarez, Wilcar, Gloria Lascano Bermudez, Mery Fajardo Olmedo, and Justo Montenegro Verbel. "Condicionantes de los obstáculos didácticos asociados a los conocimientos generales, del docente de matemáticas en el proceso de enseñanza-aprendizaje, de la región valduparense." Revista Boletín Redipe 10, no. 11 (November 1, 2021): 261–75. http://dx.doi.org/10.36260/rbr.v10i11.1534.
Full textRodríguez-Flores, Ariana, Miguel Picado-Alfaro, Jonathan Espinoza-González, and Nielka Rojas-González. "El conocimiento especializado de un profesor de matemáticas: Un estudio de caso sobre la enseñanza de los conceptos básicos de función." Uniciencia 32, no. 1 (January 30, 2018): 89. http://dx.doi.org/10.15359/ru.32-1.6.
Full textVilla-Ochoa, Jhony Alexander. "Modelación matemática a partir de problemas de enunciados verbales: un estudio de caso con profesores de matemáticas." Magis. Revista Internacional de Investigación en Educación 8, no. 16 (October 31, 2015): 133. http://dx.doi.org/10.11144/javeriana.m8-16.mmpe.
Full textDissertations / Theses on the topic "Matemáticas – Estudio y enseñanza (Secundaria)"
Quentasi, Mamani Ederd. "Análisis de una organización matemática de la función y la proporcionalidad directa en un libro de texto de matemáticas de educación secundaria." Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6747.
Full textThis research aims to analyze the mathematical organization of a unit including function and direct proportionality in a textbook of mathematics for the first year of highschool, and to determine if there is an interaction between the linear function and the direct proportionality. The issue we address can be summed up in the following question: what is the mathematical organization of the unit including function and direct proportionality in a textbook of mathematics for the first year of highschool? To answer this question, we use Chevallard’s Anthropological Theory of the Didactic as a basis. The research is bibliographical with a qualitative approach. To organize the study, we use Fonseca’s components of mathematical organization, and for the analysis, we use his completeness indicators of a local mathematical organization, as well as the algebraization levels of the magnitude proportionality developed by Bolea, Bosch and Gascón. The results of the research show 17 types of tasks, 42 tasks, 38 techniques, 18 technologies and 2 theories. Regarding the level of completeness of the mathematical organization, we concluded that it is low, since a clear presence of the completeness indicators is not verified. In addition, it was verified that in the analyzed unit there is no interaction between the linear function and the direct proportionality.
Tesis
Ayma, Medina Maribel. "Análisis del libro oficial de texto de matemática de cuarto año de secundaria en relación con el objeto matemático fracciones algebraicas desde la perspectiva del EOS." Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/13748.
Full textThe objective of this paper is to analyze the tasks developed and proposed in the official text of mathematics in the fourth year of secondary school in 2012, related to the mathematical object algebraic fractions, object of study established in the National Curricular Design (2009), which was taught in the level VII of secondary education in the public institutions of the country and is used in diverse mathematical contents at a superior level. To make the analysis of our object of study, algebraic fractions, it is necessary to work with the analysis tools offered by the Ontosemiótico Approach of Cognition and Mathematical Instruction, better known as EOS, which help to identify the objects activated in the mathematical practice of our study. The analysis of elaborate epistemic configurations, in which the primary mathematical objects are presented: concepts, languages, problems, propositions, procedures and arguments; they serve both to determine institutional meanings, and to identify the concepts and procedures used in solving tasks on algebraic fractions. In addition, by identifying the processes and concepts of the tasks proposed and developed in the text material, the category of simple and complex tasks is performed according to the cognitive demand proposed by Stein. Likewise, it is necessary to rely on the descriptors of the structural sense, procedural and structural approach, to determine the level of cognitive requirement presented by the tasks of the official text of mathematics 2012. Finally, after the respective analysis, we have concluded that the mathematical tasks of algebraic fractions that were proposed to students of public secondary education, have low epistemic suitability, which allows us to reflect on how the tasks are being proposed in the official text of Mathematics of fourth year of secondary school.
Tesis
Malquichagua, Fernández Manuel Augusto Francisco. "Análisis de situaciones – problema para la enseñanza de la probabilidad en la educación básica." Master's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15486.
Full textThe objective of this research was to analyze a sample of tasks involving the core concepts of probability in workbooks proposed by the ministry of education in Peru for the instruction of elementary and high school students. This investigation followed the theoretical framework proposed by the Onto-semiotic Approach to Research in Mathematics Education. To achieve the proposed objectives, it was necessary to establish the referential meaning of the core concepts in probability. In order to do so, it was necessary to gather and review a wide array of historic and mathematical postures about the subject and propose an organization of the elements involved. After establishing the referential meaning, it was compared to the contents of the National Curriculum to find similarities and possible conflicts. For the analysis of the chosen tasks, the epistemic configuration was determined for each of them identifying the primary objects in order to detect inconsistencies or contradictions. After the analysis, it was apparent that several of the proposed tasks contributed to the existence of cognitive bias, such as equiprobability bias, and comprehension errors about probability. Another conclusion was that most of the analyzed tasks lack the depth and variety necessary to transmit the complex meaning of probability. Among the main recommendations, it is advised to include problematic situations in which more than one meaning of probability is involved, as well as real life situations in which the concepts studied are applied in a concrete manner.
Tesis
Manrique, Arias Alfredo Henry. "Una orquestación instrumental con la mediación de la calculadora gráfica para movilizar la noción de la función cuadrática en estudiantes de nivel secundario." Master's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/17211.
Full textThis research aims to analyse how the Instrumental Orchestration promotes that first-year students of the International Baccalaureate Diploma Programme mobilize the notion of quadratic function by executing a sequence of activities in which they use the graphing calculator. Therefore, we have decided to answer the following question: How does an Instrumental Orchestration, in which the graphing calculator is a tool, promote that first-year students of the International Baccalaureate Diploma Programme mobilize the notion of quadratic function? We use aspects of the Instrumental Genesis and the Instrumental Orchestration, as theoretical and methodological basis accordingly. The activity sequence of the research is organized in two times frames, which allowed students to make schemes of instrumented action and schemes of instrumented collective action. When carrying out the activities, the students made changes on some elements of the quadratic function to generate a transformation in its graphic representation, and based on that, they made conjectures on the horizontal and vertical translations. We also inform that students used some commands of the graphing calculator that allowed them to observe the transformations of the represented object, connect knowledges and make conjectures. Finally, through the articulation of the Instrumental Genesis and the Instrumental Orchestration, the students made conjectures on the translations of the quadratic function by making schemes of instrumented collective action, an execution mode and a didactic performance.
Tesis
Huapaya, Gómez Enrique. "Modelación usando función cuadrática : experimentos de enseñanza con estudiantes de 5to de secundaria." Master's thesis, Pontificia Universidad Católica del Perú, 2012. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1571.
Full textResearch in Mathematics Education on learning of the quadratic function, show that high school students have difficulty learning this concept. Our experience as teachers corroborated this deficiency, so this paper presents a proposal based on experiments of Education, where the practice in modeling of problem situations FUNCIONSWIN32 supported plotter and Excel spreadsheet facilitates the learning of the Quadratic Function theoretical framework underlying our research is the Theory of Semiotics Representations records (TRRS) Duval (2004). As a research methodology, we use the Cobb Experiment Design (2003). The results show that students perform effectively modeling practices, supported by Excel and the graphing FUNCIONSWIN32, articulating and coordinating records representing the quadratic function because they are able to associate the quadratic function subject to two or more performances during the modeling practices.
Tesis
Gómez, Mendoza Cecilia. "Proceso de visualización de cuadriláteros : un estudio con profesores de nivel secundario." Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6112.
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Vásquez, Torres Alex Lenin. "Innovación matemática en el estudio de matrices en la educación básica regular peruana aplicando criterios de idoneidad." Master's thesis, Pontificia Universidad Católica del Perú, 2014. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5497.
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Pasapera, Chuquiruna Diana Teodora. "Conocimiento didáctico matemático que deben manifestar profesores de secundaria en relación a tareas sobre ecuaciones." Master's thesis, Pontificia Universidad Católica del Perú, 2017. http://tesis.pucp.edu.pe/repositorio/handle/123456789/9106.
Full textThe present research aims to identify the mathematical didactic knowledge that must be demonstrated by a teacher in the secondary to recognize the complexity or progression of algebraic characteristics in tasks on equations that are presented in school texts. To do this, we will point out the mathematical knowledge related to each primary object associated to the first and second degree equations that emerge from the mathematical practices, in a proposal for the institutional meaning of reference of the equations. Based on this proposal and the slogans that are described for the epistemic and ecological facet of the Mathematical Didactic Knowledge Model proposed by Godino (2009), we have come to determine that a teacher must be able to identify the knowledge required to approach A content, as well as the languages, concepts, types of situations, different procedures and properties that are put into play for the study of the equations. Also the connections of the first and second degree equations with topics and more advanced topics according to the national curriculum. In addition, it must identify the knowledge that marks the evolution of elementary algebraic reasoning, such as the recognition of the algebraic processes of generalization, unitarization, symbolization that are characteristic features of algebrization levels (0, 1, 2 and 3) that are defined from the ontosemiotic approach of cognition and mathematical instruction (EOS) to generate or modify tasks in improving their professional practice. Finally, in our final considerations, we emphasize that with the identification of this knowledge and the input of the institutional meaning of reference, it will be possible to account for future investigations of the absences, presences, weaknesses and strengths of our curricular design; As well as to implement a proposal for teacher training.
Tesis
Santos, Napán Enrique Arturo Valerio. "El modelo Van Hiele para el aprendizaje de los elementos de la circunferencia en estudiantes de segundo de secundaria haciendo uso del Geogebra." Master's thesis, Pontificia Universidad Católica del Perú, 2014. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5769.
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Garcés, Córdova Walmer. "Análisis didáctico como herramienta para determinar el grado de idoneidad de las tareas sobre ecuaciones lineales entre la educación secundaria y la educación superior tecnológica." Master's thesis, Pontificia Universidad Católica del Perú, 2013. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5149.
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Books on the topic "Matemáticas – Estudio y enseñanza (Secundaria)"
Storer, Alicia Avila. Matemáticas: Tercer grado. 4th ed. México: Secretaría de Educación Pública, Dirección General de Materiales y Métodos Educativos, 2002.
Find full textStorer, Alicia Avila. Matemáticas: Tercer grado. 4th ed. México: Secretaría de Educación Pública, Dirección General de Materiales y Métodos Educativos, 2002.
Find full textNumeritos: Ejercicios de iniciación para el desarrollo de competencias. 4th ed. México: Trillas, 2005.
Find full textRamis, E. Cours de mathématiques spéciales: Algèbre et applications à la géométrie : classes préparatoires et enseignement supérieur (1er. cycle). 3rd ed. Paris: Masson, 1990.
Find full textBalbuena, Hugo. Matemáticas: Sexto grado. 2nd ed. México, D.F: Secretaría de Educación Pública, 2001.
Find full textBalbuena, Hugo. Matemáticas: Sexto grado. 2nd ed. México: Secretaría de Educación Pública, Dirección General de Materiales y Métodos Educativos, 2001.
Find full textMartínez, Pablo Flores. Matemáticamente competentes__: Para reir. Barcelona: Graó, 2011.
Find full textEncuentro sobre Aspectos Didácticos en las Enseñanzas Medias 2o. 1986 Zaragoza, ed. Aspectos didácticos de lengua y literatura (literatura), 2: Enseñanzas medias. Zaragoza: [Instituto de Ciencias de la Educación, Universidad], 1986.
Find full textLópez, José Gutiérrez. Estudio "socio-cartográfico" del alumnado de los dos primeros cursos de la ESO en un Instituto de Enseñanza Secundaria. Madrid: Ministerio de Educación y Cultura, Centro de Investigación y Documentación Educativa, 2006.
Find full textHalt, Ronald. English for South America: Book two. México: Macmillan de México, 1992.
Find full textBook chapters on the topic "Matemáticas – Estudio y enseñanza (Secundaria)"
Quiles Albero, David. "El estudio de la corte y el estilo de vida cortesano en la Educación Secundaria." In La Historia Moderna en la Enseñanza Secundaria. Ediciones de la Universidad de Castilla-La Mancha, 2020. http://dx.doi.org/10.18239/jornadas_2020.27.48.
Full textHernández Salmerón, Julia. "La cultura morisca: nuevos espacios y métodos de aprendizaje para el estudio de la Historia Moderna." In La Historia Moderna en la Enseñanza Secundaria. Ediciones de la Universidad de Castilla-La Mancha, 2020. http://dx.doi.org/10.18239/jornadas_2020.27.29.
Full textGijón Granados, Juan de Á. "Análisis sobre el estudio de la Historia Moderna en un Instituto de Enseñanza Secundaria en territorio cervantino." In La Historia Moderna en la Enseñanza Secundaria. Ediciones de la Universidad de Castilla-La Mancha, 2020. http://dx.doi.org/10.18239/jornadas_2020.27.15.
Full textNavarro Martínez, Juan Pedro. "Del acto a la identidad: la utilidad del estudio de la diversidad sexual en la Edad Moderna." In La Historia Moderna en la Enseñanza Secundaria. Ediciones de la Universidad de Castilla-La Mancha, 2020. http://dx.doi.org/10.18239/jornadas_2020.27.52.
Full textHidalgo Fernández, Francisco. "Una propuesta metodológica para el estudio del gremio en el aula. Las trayectorias de los linajes artesanos durante la Edad Moderna." In La Historia Moderna en la Enseñanza Secundaria. Ediciones de la Universidad de Castilla-La Mancha, 2020. http://dx.doi.org/10.18239/jornadas_2020.27.46.
Full textPaoletti Ávila, Elena X. "El enemigo invisible: la peste. Una propuesta de estudio de la epidemia de Lucena de 1679 a través de las nuevas tecnologías." In La Historia Moderna en la Enseñanza Secundaria. Ediciones de la Universidad de Castilla-La Mancha, 2020. http://dx.doi.org/10.18239/jornadas_2020.27.25.
Full textMartí-Contreras, Jorge. "Español para robótica: español para fines específicos en la era de la información y de la comunicación." In Redefinir la enseñanza-aprendizaje del español LE/L2. Propuestas de cambio e innovación. Editorial Octaedro, 2021. http://dx.doi.org/10.36006/16332-14.
Full textHuenul, Angélica Aurora Corrales, Loreto Inés Caro Concha, Cristian Andrés Espinoza Fuenzalida, and Boris Alexander Espinoza Peña. "ESTUDIO ACERCA DE FACTORES DETERMINANTES EN LA ELECCIÓN DE UN PLAN DIFERENCIADO EN ESTUDIANTES DE ENSEÑANZA SECUNDARIA DE DOS COLEGIOS CHILENOS." In Educação Geográfica: Referencial de Orientação ao Processo Educativo, 20–29. Atena Editora, 2020. http://dx.doi.org/10.22533/at.ed.4022028103.
Full textConference papers on the topic "Matemáticas – Estudio y enseñanza (Secundaria)"
Quevedo, Eduardo, and Alberto Zapatera Llinares. "Metodologías didácticas activas para la enseñanza de las funciones en Educación Secundaria." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8764.
Full textFernández Novell, Josep María, and Carme Zaragoza Domenech. "HISTORIA DE LA CIENCIA Y LA CIENCIA EN LAS CLASSES DE HISTORIA." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11789.
Full textSánchez Álvarez, Miguel Ángel, and Leticia Gallegos Cázares. "Teorías implícitas de la(o)s profesoras/es de educación preescolar y sus relaciones al aprender y enseñar matemáticas. Resultados preliminares." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13798.
Full textSilva-Calpa, Floralba Isabel, Eduardo Enrique Tonguino-Quiroz, and Rafael R. Mantilla-Guiza. "El Pensamiento Computacional en la Resolución de Problemas Matemáticos en Básica Primaria a través de Computación Desconectada." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/cbie.wie.2020.151.
Full textGarcia Monera, Maria. "Gamificación en educación superior. Una scape room para el aula de matemáticas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11993.
Full textMartí-Parreño, José, Diana Seguí-Mas, and Elies Seguí-Mas. "El uso de la gamificación en la enseñanza del emprendimiento: una revisión de la literatura." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8818.
Full textPeris Blanes, Jordi, Sergio Belda Miquel, and Iván Cuesta Fernández. "La participación como enfoque integral de aprendizaje para una práctica crítica en la gestión de proyectos y procesos de cooperación al desarrollo. El caso de un Máster en la Universitat Politècnica de València." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4408.
Full textZidan, Eduardo Rodriguez. "El Plan Ceibal en Uruguay y los desafíos del Modelo 1 a1. Estudio de las percepciones docentes sobre las prácticas de enseñanza y el uso pedagógico de las computadoras personales en la clase de Matemáticas." In III Workshop sobre Tecnologias Móveis na Educação. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/cbie.wcbie.2015.768.
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