La introduccion del razonamiento algebraico en educacion primaria es un tema de interes para la investigacion e innovacion curricular en didactica de las matematicas, y presupone una vision ampliada de la naturaleza del algebra escolar. En este trabajo proponemos una manera de concebir el razonamiento algebraico, basada en los tipos de objetos y procesos matematicos introducidos en el enfoque ontosemiotico del conocimiento matematico. En sintesis, la consideracion de una practica matematica como algebraica se basara en la intervencion de procesos de generalizacion y simbolizacion, junto con otros objetos usualmente considerados como algebraicos, tales como relaciones binarias, operaciones,funciones y estructuras. Esta forma de concebir el algebra elemental es contrastada con las caracterizaciones dadas por otros autores. Asimismo, proponemos una tipologia de configuraciones algebraicas que permite definir grados de algebrizacion de la actividad
matematica.

https://bibliotecadigital.udea.edu.co/dspace/bitstream/10495/7527/1/CastroWalter_2012_razonamientoalgebraicoelemental.pdf

Naturaleza del razonamiento algebraico elemental

The purpose of this study is to analyze the teaching of mathematics in students with visual impairment, with mathematics being a key element in the training of any student. The main objective of this article is to review studies on mathematics in visual disability. We intend a systematized reflection of the synthetic quantitative estimation of all available studies, proposing a theoretical framework on the relationship of mathematics with the use of ICTs and their suitability for education, providing personal assessments. Among the conclusions obtained, the importance of the mathematical development of the students for the improvement of thought processing and problem solving is evident, as well as the relationship between short-term and long-term memory. To be able to use mathematical learning for creative development, achieving synergy with various subjects, which is why it is so important to use open curricula and learning through play and challenges, which encourage motivation, participation and this in relation to the passions of the students themselves.

Theorical review of the Teaching of Mathematics in Student with Visual Functional Diversity

La presente investigacion se realizo en el primer curso de matematica a nivel universitario en la Universidad Nacional. El proposito de dicha investigacion es caracterizar la poblacion de desertores y explorar algunas causas del abandono. Se trabajo con la poblacion de estudiantes matriculados en el curso de Matematica General en el I y II ciclo del 2017. Los estudiantes desertores se caracterizan por ser una poblacion con las condiciones idoneas para el estudio, son jovenes, solteros, con beca, con apoyo de los padres, en las carreras de su eleccion. En cuanto a las causas del abandono se pueden mencionar bajo rendimiento academico en el primer examen del curso, deficiencia en conocimientos previos y nerviosismo a la hora de realizar las pruebas.

Caracterización y posibles causas de la deserción estudiantil en el curso de Matemática General

This article analyzes experiences of the educational inclusion process in Ibero-American university spaces, considering the actions implemented to care for students with disabilities, in order to identify the progress made in these institutions. For this, 58 consultation sources have been analyzed. The emerging categories include the legal foundations to favor inclusion in Spain and Latin America, implications of curricular adaptations, accessibility to the physical environment and Information Technology to Communication (ICT), fundamental factors that contribute to admission, academic pursuit and graduation of university students with disabilities. It is concluded that, although there are achievements, the adequate response to the needs of students with disabilities is still not guaranteed because obstacles to their access and permanence persist. This situation demands a greater commitment from the universities to favor inclusion, in accordance with public policies and international agreements on this matter

Experiencias en el proceso de inclusión educativa en la educación superior iberoamericana

espanolEl presente articulo forma parte de un proyecto mas amplio que se intereso en senalar los procesos de ensenanza y de aprendizaje de estocasticos en la educacion especial. Aqui se presenta, de manera cualitativa, lo concerniente a la docencia de este nivel educativo. La perspectiva teorica considero tres ejes rectores: epistemologico, cognitivo y social. De las tres fases de la investigacion, en parte de la segunda enfocamos la introduccion de la nocion de distribucion de probabilidad para cuatro docentes en un escenario denominado estudio dirigido, con la instrumentacion de guiones de ensenanza y de bitacora; los datos se registraron con videograbacion y escritura en papel. Ademas, se aplico el organo operativo y la celula de analisis de la ensenanza. Los resultados conciernen a la adquisicion, de manera gradual por parte de las docentes, de las ideas de espacio muestra, medida de probabilidad, variable aleatoria (frecuencias relativas) y distribucion y simetria. EnglishThis article is part of a more extensive project aimed at analyzing stochastics teaching and learning processes in special education. The teaching of this educational level is presented here using a qualitative approach. From a theoretical perspective, three guiding axes were considered: the epistemological, cognitive and social axes. The larger study was divided into three phases. This paper will be focused partly on the second phase, particularly on the introduction of the probability distribution for four teachers in a guided study scenario, using teaching scripts and logbooks as instruments. Data was recorded in video and in writing. In addition, operational body and teaching analysis unit were applied. Results include the teachers’ gradual acquisition of the ideas of sample space, probability measure, random variable (relative frequencies), distribution, and symmetry.

https://dialnet.unirioja.es/descarga/articulo/7005530.pdf

Estocásticos y docencia de la educación especial: distribuciones centradas y uniformes

This article aims to present the point of view of professors of mathematics about the comprehensive care for the blind or low-vision population. It is important to collect the experiences that Mathematics teachers of the National University of Costa Rica have had with students with visual disabilities, and thus to have a history of what has been done, and the results obtained when applying some methodological strategies. This paper seeks to represent the teachers’ opinion on the challenges they must face to carry out the methodological approach and the evaluation process of teaching Mathematics. The development of the research was based on a case study of a blind student who repeatedly failed the course of Differential and Integral Calculus, and therefore interviewing the staff responsible for giving him attention during the second semester 2014 was considered. Based on the above, the information provided by the teachers and the staff responsible for providing supervision and support to students with visual disabilities was analyzed. Such information represents the experiences of students in courses of Mathematics and the main characteristics of their learning. Among the most important results of this work are the features of the methodology and the process of evaluation used in a Mathematics class for blind students, as well as the major needs visually-impaired students have in this discipline, in order to improve the favorable conditions that the School of Mathematics of the National University of Costa Rica has been creating in relation with inclusive education

https://dialnet.unirioja.es/descarga/articulo/5327392.pdf

Las experiencias del personal docente de matemática en el trabajo de aula con la población no vidente

Este trabajo tiene como objetivo general analizar, clasificar e interpretar los errores algebraicos que presenta un grupo de 38 estudiantes matriculados en el curso Matematica General de la Universidad Nacional en Costa Rica, que se oferta a diversas carreras. En este estudio, que constituye una replica de investigacion, empleamos un cuestionario centrado en el uso de las letras con diferentes significados, desde etiquetas a variables. Se desarrollo desde el enfoque cuantitativo durante el periodo 2018-2019. Como resultado del analisis se ha detectado que los errores mas frecuentes en las respuestas de los items responden al uso de la letra como incognita de valor especifico, letra como numero generalizado o en el manejo de la letra como variable.

https://dialnet.unirioja.es/descarga/articulo/7579816.pdf

Errores en la comprensión del significado de las letras en tareas algebraicas en estudiantado universitario

Las experiencias del personal docente de matemática en el trabajo de aula con la población no vidente The experiences of teachers of mathematics in classroom work with blind people

Helen Bolaños-González

Papers

Las experiencias del personal docente de matemática en el trabajo de aula con la población no vidente

Errores en la comprensión del significado de las letras en tareas algebraicas en estudiantado universitario

Las experiencias del personal docente de matemática en el trabajo de aula con la población no vidente The experiences of teachers of mathematics in classroom work with blind people