Construction of Triangles, a Resource to Foster an Inquiry Environment
##plugins.themes.bootstrap3.article.details##
This article provides a path to involve the students in environments for inquiry in which they will explore, conjecture, justify and communicate their findings, by solving problems of geometric construction aided by GeoGebra. We used the methodology of “experiment design” with 10-12 years old students in order to start up the path and evaluate how effective it is. We concluded that the challenge to Foster such environment goes beyond the problem situation design. It requires a change in the classroom culture, being fostered mostly by the teacher in order to create a collective participation space.
Ambiente de la clase, aprendizaje, educación básica, geometría, igualdad de oportunidadesClassroom environment, learning, equal opportunity, geometry, basic education
Cotton, T. (1998). Towards a Mathematics Education for Social Justice (tesis doctoral). Nottingham: University of Nottingham, Reino Unido.
Forman, E. (1996). Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform. En L. Steffe, P. Nesher, P. Cobb, G. Goldin & B. Greer, Theories of Mathematical Learning (pp. 115–129). Mahwah, NJ: Lawrence Erlbaum.
23
Furinghetti, F., Olivero, F. & Paola, D. (2001). Students approaching proof through conjectures: Snapshots in classroom. International Journal of Mathematical Education in Science and Technology, 32(3), 319–335.
Goos, M. (2004). Learning mathematics in a classroom community on inquiry. Journal for Research in Mathematics Education, 35(4), 258–291.
Laborde, C. (2000). Dynamic geometry environments as a source of rich learning contexts for the complex activity of proving. Educational Studies in Mathematics, 44(1-3), 151–161.
Mariotti, M. A. (2000). Introduction to proof: The mediation of a dynamic software environment. Educational Studies in Mathematics, 44(1-3), 25–53.
Ministerio de Educación Nacional (MEN). (2006). Estándares básicos de competencias en matemáticas. Bogotá: Ministerio de Educación Nacional.
Molina, M., Castro, E., Molina, J. & Castro, E. (2011). Un acercamiento a la investigación de diseño a través de los experimentos de enseñanza. Enseñanza de las Ciencias, 29(1), 75–88.
Puentes, J. (2015). Ambiente indagativo y argumentación en un contexto de geometría dinámica: una experiencia en grado séptimo (tesis de maestría). Universidad Pedagógica Nacional, Bogotá, Colombia.
Quaranta, M. & Tarasow, P. (2004). Validación y producción de conocimientos sobre las interpretaciones numéricas. Relime, 7(3), 219–233.
Richards, J. (1991). Mathematical discussions. En E. von Glasersfeld (ed.), Radical Constructivism in Mathematics Education (pp. 13–51). Dordrecht: Kluwer Academic.
Samper, C. & Molina, O. (2013). Geometría plana: un espacio de aprendizaje. Bogotá: Universidad Pedagógica Nacional.
Skovsmose, O. (2000). Escenarios de investigación. Revista EMA, 6(1), 3–26.
Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.
Yevdokimov, O. (2005). About a constructivist approach for stimulating students’
thinking to produce conjectures and their proving in active learning of geometry. Recuperado de https://eprints.usq.edu.au/3352/1/1-Yevdokimov_CERME4.pdf
This work is licensed under a Creative Commons Attribution 4.0 International License.