Conexiones Matemáticas utilizadas por profesores mexicanos de nivel medio superior al resolver tareas sobre la pendiente

Gerardo Salgado-Beltrán; Javier García-García

doi:10.30827/pna.v18i3.27691

Autores/as

Gerardo Salgado-Beltrán Universidad Autónoma de Guerrero https://orcid.org/0000-0001-8133-5440
Javier García-García Universidad Autonoma de Guerrero, Mexico https://orcid.org/0000-0003-4487-5303

DOI:

https://doi.org/10.30827/pna.v18i3.27691

Palabras clave:

Conexiones Matemáticas, Educación Matemática, Pendiente, Profesores mexicanos

Resumen

Esta investigación tuvo por objetivo identificar las conexiones matemáticas que establecen un grupo de profesores mexicanos de Nivel Medio Superior al resolver tareas que involucran el concepto de pendiente. Una conexión matemática se entiende como una relación verdadera entre dos o más ideas, conceptos, definiciones, teoremas, procedimientos, representaciones y significados entre sí, con los de otras disciplinas o de la vida real. Para la colecta de datos se utilizó una entrevista basada en tareas y el análisis temático para analizarlos. Los resultados indicaron que los profesores establecieron seis tipos de conexiones matemáticas: representaciones diferentes, procedimental, significado, característica, parte-todo e implicación

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Biografía del autor/a

Gerardo Salgado-Beltrán, Universidad Autónoma de Guerrero

Profesor e investigador de la Facultad de Matemáticas de la Universidad Autónoma de Guerrero (UAGro), México. Es Doctor en Ciencias con especialidad en Matemática Educativa por la UAGro. Es miembro del Sistema Nacional de Investigadores, Nivel C. Ejerce la docencia en diferentes programas educativos de dicha institución. Actualmente estudia la comprensión de objetos matemáticos de Nivel Básico Primaria. Email. 14251@uagro.mx

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