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Characterisation of probability learning in a rural environment with the realistic mathematics education

Mendez Parra , Carolina; Conde Carmona, Robinson Junior; Padilla-Escorcía, Iván Andrés (Lutheran University of BrazilBrazil, 2022)

Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment ...
Understanding ratio through the Pirie-Kieren model

Arenas Peñaloza, Jhonatan; RODRIGUEZ-VASQUEZ, FLOR MONSERRAT (Lutheran University of BrazilBrazil, 2022)

Background: Research in educational mathematics has shown that elementary school students poorly understand the concept of ratio due to the difficulties that emerge from its interpretation as a fraction. Objective: Therefore, ...

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Characterisation of probability learning in a rural environment with the realistic mathematics education
...
Mendez Parra , Carolina | 2022

Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an action-participatory research design, through five methodological phases. Setting and participants: Students from rural areas of the department of Córdoba-Colombia, the mathematics education teacher of that department, and the research group. Data collection and analysis: The qualitative data were grouped into categories of realistic mathematics education. Results: The research revealed that the students present interpretive, theoretical, and algorithmic difficulties. It also highlighted that realistic mathematics education reflects human activity in the statistical learning process. Conclusions: The contextualised problems allow students to reach meaningful knowledge. Besides, the teacher cooperates in formalising learning due to its structuring, systematisation, and regularisation under the realistic mathematics education criteria.

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Understanding ratio through the Pirie-Kieren model
...
Arenas Peñaloza, Jhonatan | 2022

Background: Research in educational mathematics has shown that elementary school students poorly understand the concept of ratio due to the difficulties that emerge from its interpretation as a fraction. Objective: Therefore, based on the Pirie-Kieren theoretical model, we intend to analyse the comprehension process that appears when students solve tasks on ratio. Design: The approach is qualitative, and the research design was a case study. We used the field observation technique. Context and participants: The study was done in a primary school in the state of Guerrero, Mexico. The cases involved four students (11-12 years old) enrolled in the 6th grade. Data collection and analysis: The data was collected through a questionnaire (task) and an interview. For data analysis, the eight levels of understanding of the theoretical model were used. Results: The results indicate that the students do not manage to formalise their comprehension of the concept of ratio because of difficulties in applying mathematical strategies correctly when solving the proposed tasks. Conclusion: The results indicate that for studentsto reach higher levels of comprehension, it is necessary to carry out the dynamic process of repeating between levels as it makes one reflect on what is required to advance comprehension.

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Characterisation of probability learning in a rural environment with the realistic mathematics education ﻿

Understanding ratio through the Pirie-Kieren model ﻿

Envíos recientes

Characterisation of probability learning in a rural environment with the realistic mathematics education

Understanding ratio through the Pirie-Kieren model

Characterisation of probability learning in a rural environment with the realistic mathematics education

Understanding ratio through the Pirie-Kieren model