Herramienta de chequeo de registro xml obtenido desde ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación

<oai_dc:dc xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><identifier>I11-R88article-4314</identifier><datestamp>2020-12-11T13:03:31Z</datestamp>
	<dc:title xml:lang="en-US">Articulation between Algebra and Financial Mathematics: educational intervention in entrants to the Public Accountant career.</dc:title>
	<dc:title xml:lang="es-ES">Articulación entre Álgebra y Matemática Financiera: intervención educativa en ingresantes a la carrera de Contador Público</dc:title>
	<dc:title xml:lang="pt-BR">Articulação entre Álgebra e Matemática Financeira: intervenção educacional em ingressantes na carreira de Contador Público.</dc:title>
	<dc:creator>Mendoza, Rosana Mabel</dc:creator>
	<dc:creator>Seidel, Andrea Cristina</dc:creator>
	<dc:subject xml:lang="es-ES">Educación</dc:subject>
	<dc:subject xml:lang="es-ES">Investigación educativa</dc:subject>
	<dc:subject xml:lang="es-ES">Articulación vertical</dc:subject>
	<dc:subject xml:lang="pt-BR">Educação</dc:subject>
	<dc:subject xml:lang="pt-BR">Pesquisa educacional</dc:subject>
	<dc:subject xml:lang="pt-BR">Articulação vertical</dc:subject>
	<dc:subject xml:lang="en-US">Education</dc:subject>
	<dc:subject xml:lang="en-US">Educational Research</dc:subject>
	<dc:subject xml:lang="en-US">Vertical Articulation</dc:subject>
	<dc:description xml:lang="en-US">The teaching-learning process is defined as a dynamic construction that can be subjected to permanent feedback and modification of strategies, to capture rearticulations, giving place to educational research-action. The challenge of meaningful learning for all the actors in the aforementioned process promotes the emergence of a research query: is it feasible that curricular spaces can be vertically articulated in a university-level context, in the Public Accountant Career at the University of Cuenca del Plata, at its Posadasheadquarters?From the spaces of Algebra and Financial Mathematics, the teachers try to deliberately generate a spiral path of approximate successive approaches, to address the lack in establishing relationships between the concepts and methodology of Algebra, when solving situations in context.This article describes qualitative research accompanied by non-modeled, nonexperimental and longitudinal quantifications, which involve stages of exchange, reflection, register and evaluation of the joint. The university chair strategy is employed , and the administration of surveys to the students of the 2018 and 2019 cohorts of Algebra, in order to have feedback to the intervention, which promotes readjustments for future proactive actions in the previously defined curricular space.The choice of the guest-to-chair device gives place to an approach to the training of the future accountant sustained in a living, dynamic curriculum that respondsto the constructivist pedagogical model.The critical look at the results of the surveys gave place to three main axes of discussion for teachers: the analysis of the pedagogical proposal itself, the relationship of algebra with the pedagogical proposal, and finally the suggestions of the subjects surveyed.As a corollary, it can be confirmed, from the analysis of the results, that the answers of the questions raised had been achieved, since it was possible to establish a vertical articulation characterized by increased motivation for reflective actions before, during and after the interventions, which were generally perceived by the respondents as positive and conducive to projecting themselves as a student of the professionalization cycle.</dc:description>
	<dc:description xml:lang="es-ES">El proceso de enseñanza-aprendizaje se define como una construcción dinámica, que se puede someter a una permanente retroalimentación y modificación de estrategias, para plasmar rearticulaciones, dando lugar a la investigación-acción educativa. El desafío del aprendizaje significativo para todos los actores del proceso mencionado, promueve el surgimiento de un interrogante de investigación: ¿es factible que se puedan articular verticalmente espacios curriculares en un contexto de nivel universitario, en la Carrera de Contador Público de la Universidad de la Cuenca del Plata, en su Sede Posadas?. A&amp;nbsp;partir de los espacios de Álgebra y de Matemática Financiera, las docentes se proponen generar deliberadamente, un trayecto espiralado de aproximaciones sucesivas, para abordar las carencias en el establecimiento de relaciones entre los conceptos y la metodología del Álgebra, al momento de resolver situaciones en contexto.En este artículo se describe la investigación cualitativa acompañada de cuantificaciones no modelizadas, no experimental y longitudinal, que involucra etapas de intercambio, reflexión, registro y evaluación de la articulación. Se emplea la estrategia de invitado a cátedra, y la administración de encuestas a los estudiantes de las cohortes 2018 y 2019 de Álgebra, con el fin de contar con retroalimentaciones a la intervención, que promuevan readecuaciones para futuras acciones proactivas en el espacio curricular antes definido.La elección del dispositivo de invitado a cátedra da lugar a un abordaje de la formación del futuro contador sostenido en un currículo vivo, dinámico, que responda al modelo pedagógico constructivista.La mirada crítica hacia los resultados de las encuestas dio lugar a tres grandes ejes de discusión para las docentes: el análisis de la propuesta pedagógica propiamentedicha, la relación del Álgebra con la propuesta pedagógica, y finalmente, las sugerencias de los sujetos encuestados.Como corolario se puede afirmar, a partir del análisis de los resultados, que se ha logrado dar respuesta a los interrogantes planteados, ya que se pudo estableceruna articulación vertical caracterizada por el aumento de la motivación para acciones de reflexión antes, durante y después de las intervenciones, que fue percibida, en general, por los encuestados como positiva y propicia para proyectarse como estudiante del ciclo de profesionalización.
&amp;nbsp;</dc:description>
	<dc:description xml:lang="pt-BR">O processo de ensino-aprendizagem é definido como uma construção dinâmica, que pode ser objeto de permanente retroalimentação e modificação de estratégias, para moldar rearticulações, levando à pesquisa-ação educacional. O desafio da aprendizagem significativa para todos os atores do referido processo, promove o surgimento de uma questão de pesquisa: é viável que os espaços curriculares possam ser articulados verticalmente em um contexto de nível universitário, na Carreira de Contador Público da Universidade da Cuenca del Plata, em sua Sede Posadas?A partir dos espaços de Álgebra e Matemática Financeira, as docentes pretendem gerar deliberadamente um caminho em espiral de aproximações sucessivas, paraabordar as carências no estabelecimento de relações entre os conceitos e a metodologia da Álgebra, no momento de resolver situações em contexto.Este artigo descreve a pesquisa qualitativa acompanhada de quantificações não modeladas, não experimental e longitudinal, que envolve etapas de intercâmbio, reflexão, registro e avaliação da articulação. Utiliza-se a estratégia de convidado à cátedra, e a administração de pesquisas para os alunos das coortes 2018 e 2019 de Álgebra, com a finalidade de obter retroalimentacões à intervenção, que promova reajustes para futuras ações proativas no espaço curricular previamente definido.A escolha do dispositivo de convidado à cátedra dá origem a uma abordagem da formação do futuro contador sustentado em um currículo vivo e dinâmico, que responde ao modelo pedagógico construtivista.O olhar crítico sobre os resultados das pesquisas deu origem a três grandes eixos de discussão para as docentes: a análise da proposta pedagógica propriamentedita, a relação da Álgebra com a proposta pedagógica e, finalmente, as sugestões dos sujeitos pesquisados.Como corolário, pode-se afirmar, a partir da análise dos resultados, que se tem conseguido responder às questões colocadas, pois foi possível estabelecer uma articulação vertical caracterizada pelo aumento da motivação para ações de reflexão antes, durante e depois das intervenções, e que essa foi percebida, de forma geral, pelos entrevistados como positiva e propícia para se projetar como estudante do ciclo de profissionalização.</dc:description>
	<dc:publisher xml:lang="es-ES">Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación</dc:publisher>
	<dc:date>2020-12-10</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4314</dc:identifier>
	<dc:source xml:lang="es-ES">ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación; Vol. 1 Núm. 1 (2020); 241-264</dc:source>
	<dc:source>2718-8035</dc:source>
	<dc:language>spa</dc:language>
	<dc:relation>https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4314/3118</dc:relation>
	<dc:rights xml:lang="es-ES">https://creativecommons.org/licenses/by-nc/2.5/ar/</dc:rights>
</oai_dc:dc>

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    "title": "Articulation between Algebra and Financial Mathematics: educational intervention in entrants to the Public Accountant career.",
    "title_short": "Articulation between Algebra and Financial Mathematics: educational intervention in entrants to the Public Accountant career.",
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    "description": "The teaching-learning process is defined as a dynamic construction that can be subjected to permanent feedback and modification of strategies, to capture rearticulations, giving place to educational research-action. The challenge of meaningful learning for all the actors in the aforementioned process promotes the emergence of a research query: is it feasible that curricular spaces can be vertically articulated in a university-level context, in the Public Accountant Career at the University of Cuenca del Plata, at its Posadasheadquarters?From the spaces of Algebra and Financial Mathematics, the teachers try to deliberately generate a spiral path of approximate successive approaches, to address the lack in establishing relationships between the concepts and methodology of Algebra, when solving situations in context.This article describes qualitative research accompanied by non-modeled, nonexperimental and longitudinal quantifications, which involve stages of exchange, reflection, register and evaluation of the joint. The university chair strategy is employed , and the administration of surveys to the students of the 2018 and 2019 cohorts of Algebra, in order to have feedback to the intervention, which promotes readjustments for future proactive actions in the previously defined curricular space.The choice of the guest-to-chair device gives place to an approach to the training of the future accountant sustained in a living, dynamic curriculum that respondsto the constructivist pedagogical model.The critical look at the results of the surveys gave place to three main axes of discussion for teachers: the analysis of the pedagogical proposal itself, the relationship of algebra with the pedagogical proposal, and finally the suggestions of the subjects surveyed.As a corollary, it can be confirmed, from the analysis of the results, that the answers of the questions raised had been achieved, since it was possible to establish a vertical articulation characterized by increased motivation for reflective actions before, during and after the interventions, which were generally perceived by the respondents as positive and conducive to projecting themselves as a student of the professionalization cycle.",
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