El Enfoque de los Itinerarios de Enseñanza de las Matemáticas:¿por qué?, ¿para qué? y ¿cómo aplicarlo en el aula? = The Mathematics Teaching Itineraries Approach: Why? What for? And how to apply it in the classroom? = A Abordagem dos Itinerários do Ensino da Matemática: por quê?, Por quê? E como aplicá-lo na sala de aula?
The Mathematics Teaching Itineraries Approach (MTIA) is described, which proposes teaching based on intentional sequences that consider informal contexts (situations of daily life, manipulatives and games), intermediate contexts (literary and technological resources) and formal contexts (graphic res...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/18280 |
| Acceso en línea: | http://hdl.handle.net/10256/18280 |
| Access Level: | acceso abierto |
| Palabra clave: | Matemàtica -- Ensenyament Mathemathics -- Study and teaching Didàctica Mestres -- Formació Teachers -- Training of Teaching |
| Sumario: | The Mathematics Teaching Itineraries Approach (MTIA) is described, which proposes teaching based on intentional sequences that consider informal contexts (situations of daily life, manipulatives and games), intermediate contexts (literary and technological resources) and formal contexts (graphic resources), and five recommendations are offered to apply the MTIA in the classroom: 1) plan and manage the teaching of content through mathematical processes; 2) promote teaching practices that consider both the student and the teacher; 3) consider real, intermediate and formal contexts in all sequences, with a different role depending on the school level; 4) guarantee the principle of progressive abstraction, from the concrete to the abstract; and 5) have objective criteria for the selection of mathematics teaching contexts |
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