Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year
Mathematics teaching is enriched by problem resolution, apart from knowledge, a great variety of skills and abilities are generated when strategies, representations of the mathematical object and technological tools are incorporated, added to those developed using pencil and paper. The purpose of th...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación
2024
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/REM/article/view/46296 |
| Aporte de: |
| id |
I10-R366-article-46296 |
|---|---|
| record_format |
ojs |
| spelling |
I10-R366-article-462962024-08-30T15:56:19Z Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year Algunas contribuciones de la resolución de problemas y el uso de la tecnología al pensamiento matemático: experiencia de aula con alumnos universitarios de primer año Londoño Millán, Noelia Zaldívar Rojas, José David Vertiz Álvarez, Miguel GeoGebra Resolución de problemas Estrategias GeoGebra Problem solving Strategies Mathematics teaching is enriched by problem resolution, apart from knowledge, a great variety of skills and abilities are generated when strategies, representations of the mathematical object and technological tools are incorporated, added to those developed using pencil and paper. The purpose of this article is to describe the processes approaching problem solutions of geometric places from two given elements (a line and a point). Ten second-semester students of the Applied Mathematics program at a university in northern Mexico participated in the classroom experience. The role played using the GeoGebra software was notorious, which helped to explore, verify, predict and discover various types of solutions, using different representation registers, as well as different forms of mathematical reasoning ranging from trial-error to the development of well-structured analytical processes and a variety of solution strategies that involved mastery of knowledge and the systematic use of technology. La enseñanza de las matemáticas se enriquece notablemente con la resolución de problemas, especialmente cuando se incorporan estrategias, diversas representaciones del objeto matemático y herramientas tecnológicas. Estos elementos permiten desarrollar una amplia gama de destrezas y habilidades, complementando el tradicional lápiz y papel. El propósito de este artículo es describir los procesos para abordar la solución de un problema sobre lugares geométricos, partiendo de dos elementos dados: una recta y un punto. En esta experiencia de aula, participaron diez estudiantes de segundo semestre de la carrera de Matemáticas Aplicadas en una universidad del norte de México. Se destacó el papel fundamental del software GeoGebra, que facilitó la exploración, comprobación, predicción y descubrimiento de varios tipos de soluciones, utilizando diferentes registros de representación. Además, se evidenciaron diversas formas de razonamiento matemático, desde el ensayo y error hasta el desarrollo de procesos analíticos bien estructurados, así como una variedad de estrategias de solución que requirieron el dominio de conocimientos y el uso sistemático de la tecnología. Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación 2024-08-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/REM/article/view/46296 10.33044/revem.46296 Revista de Educación Matemática; Vol. 39 Núm. 2 (2024); 18-36 1852-2890 0326-8780 spa https://revistas.unc.edu.ar/index.php/REM/article/view/46296/46484 https://creativecommons.org/licenses/by-sa/4.0/ |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-366 |
| container_title_str |
Revista de Educación Matemática |
| language |
Español |
| format |
Artículo revista |
| topic |
GeoGebra Resolución de problemas Estrategias GeoGebra Problem solving Strategies |
| spellingShingle |
GeoGebra Resolución de problemas Estrategias GeoGebra Problem solving Strategies Londoño Millán, Noelia Zaldívar Rojas, José David Vertiz Álvarez, Miguel Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| topic_facet |
GeoGebra Resolución de problemas Estrategias GeoGebra Problem solving Strategies |
| author |
Londoño Millán, Noelia Zaldívar Rojas, José David Vertiz Álvarez, Miguel |
| author_facet |
Londoño Millán, Noelia Zaldívar Rojas, José David Vertiz Álvarez, Miguel |
| author_sort |
Londoño Millán, Noelia |
| title |
Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| title_short |
Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| title_full |
Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| title_fullStr |
Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| title_full_unstemmed |
Some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| title_sort |
some contributions to problem solving and the use of technology for mathematical thinking: classroom experience of first-year |
| description |
Mathematics teaching is enriched by problem resolution, apart from knowledge, a great variety of skills and abilities are generated when strategies, representations of the mathematical object and technological tools are incorporated, added to those developed using pencil and paper. The purpose of this article is to describe the processes approaching problem solutions of geometric places from two given elements (a line and a point). Ten second-semester students of the Applied Mathematics program at a university in northern Mexico participated in the classroom experience. The role played using the GeoGebra software was notorious, which helped to explore, verify, predict and discover various types of solutions, using different representation registers, as well as different forms of mathematical reasoning ranging from trial-error to the development of well-structured analytical processes and a variety of solution strategies that involved mastery of knowledge and the systematic use of technology. |
| publisher |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/REM/article/view/46296 |
| work_keys_str_mv |
AT londonomillannoelia somecontributionstoproblemsolvingandtheuseoftechnologyformathematicalthinkingclassroomexperienceoffirstyear AT zaldivarrojasjosedavid somecontributionstoproblemsolvingandtheuseoftechnologyformathematicalthinkingclassroomexperienceoffirstyear AT vertizalvarezmiguel somecontributionstoproblemsolvingandtheuseoftechnologyformathematicalthinkingclassroomexperienceoffirstyear AT londonomillannoelia algunascontribucionesdelaresoluciondeproblemasyelusodelatecnologiaalpensamientomatematicoexperienciadeaulaconalumnosuniversitariosdeprimerano AT zaldivarrojasjosedavid algunascontribucionesdelaresoluciondeproblemasyelusodelatecnologiaalpensamientomatematicoexperienciadeaulaconalumnosuniversitariosdeprimerano AT vertizalvarezmiguel algunascontribucionesdelaresoluciondeproblemasyelusodelatecnologiaalpensamientomatematicoexperienciadeaulaconalumnosuniversitariosdeprimerano |
| first_indexed |
2024-09-03T22:37:02Z |
| last_indexed |
2024-09-03T22:37:02Z |
| _version_ |
1809216200169750528 |