NDLI: Mirar profesionalmente a través de una trayectoria de aprendizaje de las fracciones

Content Provider	Semantic Scholar
Author	Ivars, Pere Fernández, Ceneida
Copyright Year	2017
Abstract	Las Trayectorias de Aprendizaje se han mostrado como un instrumento que puede ayudar a los estudiantes para maestro a centrar su atencion en el pensamiento matematico de los estudiantes. En este estudio, proporcionamos una trayectoria de aprendizaje de las fracciones a estudiantes para maestro con la hipotesis de que les ayudaria a estructurar su mirada sobre el aprendizaje sobre fracciones de los estudiantes de educacion primaria. Nuestros resultados muestran que el uso de la trayectoria de aprendizaje permitio a los estudiantes para maestro interpretar el razonamiento sobre fracciones de los estudiantes y les ayudo a proponer nuevas actividades para ayudar a los estudiantes a progresar en su aprendizaje.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://ciaem-redumate.org/cemacyc/index.php/ii_cemacyc/iicemacyc/paper/viewFile/113/34
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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