Enseñar matemáticas por medio la Proposición del Problema: cuatro prácticas para abordar los problemas propuestos por los alumnos

Palabras clave: Resolución de Problemas, Enseñanza de las Matemáticas a través de la Resolución de Problemas, Modelo Instruccional P-PBL, Aprendizaje de los Alumnos, Práctica Docente

Resumen

Plantear problemas es tanto un objetivo de aprendizaje como un enfoque didáctico eficaz, pero ¿cuáles son los detalles de la utilización de este enfoque para promover el aprendizaje de los alumnos? En este artículo, utilizamos casos de enseñanza para demostrar un modelo de instrucción paso a paso que los profesores pueden utilizar para convertir tareas que no son de resolución de problemas en tareas de resolución de problemas y utilizarlas para promover el aprendizaje de los alumnos. Y lo que es más importante, ofrecemos una ilustración detallada de las cuatro prácticas que profesores y alumnos pueden utilizar para tratar los problemas propuestos por los estudiantes. El artículo termina con una discusión sobre el trabajo futuro para validar y mejorar el modelo y los retos a los que se enfrentan los profesores cuando enseñan a través del planteamiento de problemas.

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Biografía del autor/a

Yue Ma, University of Delaware

Master’s degree from University of Michigan. PhD candidate of Mathematics Education in University of Delaware, Newark, Delaware, the United States.

Jinfa Cai, University of Delaware

PhD degree from University of Pittsburgh. Kathleen and David Hollowell Professor of Mathematics Education in University of Delaware, Newark, Delaware, the United States

Citas

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Publicado
2024-08-17
Cómo citar
MA, Y.; CAI, J. Enseñar matemáticas por medio la Proposición del Problema: cuatro prácticas para abordar los problemas propuestos por los alumnos. Revemop, v. 6, p. e2024009, 17 ago. 2024.
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