From virtual learning environments: towards a new praxis in the teaching of mathematics
This theoretical-reflective study proposed an analysis of the theories that support virtual learning environments for the praxis of teaching Mathematics, the use of Information and Communication Technologies (ICT), their impact and the challenges in Mathematics teacher training. Learning situations...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Andina Simón Bolivar |
| Repositorio: | Revista Andina de Educación |
| Idioma: | español |
| OAI Identifier: | oai:revistas.uasb.edu.ec:article/1242 |
| Acceso en línea: | https://revistas.uasb.edu.ec/index.php/ree/article/view/1242 |
| Access Level: | acceso abierto |
| Palabra clave: | Constructivism Theory of Conectivism Metacognition Virtual Learning Environments ICT Constructivismo Teoría de la conectividad Metacognición Entornos Virtuales de Aprendizaje TIC |
| Sumario: | This theoretical-reflective study proposed an analysis of the theories that support virtual learning environments for the praxis of teaching Mathematics, the use of Information and Communication Technologies (ICT), their impact and the challenges in Mathematics teacher training. Learning situations that are linked to the use of ICT and the insertion of technologies in Mathematics classroom were explored. This analysis shows the urgent need to rethink teaching praxis in light of the implications and challenges of this type of environment. |
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