دورية أكاديمية
Using a hypothetical learning trajectory to propose instructional activities
| العنوان: | Using a hypothetical learning trajectory to propose instructional activities |
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| المؤلفون: | Pedro Ivars, Ceneida Fernández, Salvador Llinares |
| المصدر: | Enseñanza de las Ciencias, Vol 38, Iss 3, Pp 105-124 (2020) |
| بيانات النشر: | Universitat Autònoma de Barcelona, 2020. |
| سنة النشر: | 2020 |
| المجموعة: | LCC:Special aspects of education LCC:Science (General) |
| مصطلحات موضوعية: | mirar profesionalmente, fracciones, trayectoria hipotética de aprendizaje, formación de maestros, actividades instruccionales, Special aspects of education, LC8-6691, Science (General), Q1-390 |
| الوصف: | To decide on how to on a teaching-learning situation has been identified as the most difficult of the three skills that make up the competence of noticing student’s mathematical understanding. In this study 95 pre-service primary school teachers solved a task in which they had to propose a learning objective and activities to support this development of the understanding the meaning of fraction as part-whole using as a reference a hypothetical learning trajectory. Results suggest that the hypothetical learning trajectory helped pre-service teachers propose activities focused on students’ understanding of how to use the mathematical elements that articulate the hypothetical learning trajectory. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | Spanish; Castilian |
| تدمد: | 0212-4521 2174-6486 |
| Relation: | https://ensciencias.uab.es/article/view/2947; https://doaj.org/toc/0212-4521; https://doaj.org/toc/2174-6486 |
| DOI: | 10.5565/rev/ensciencias.2947 |
| URL الوصول: | https://doaj.org/article/254fe8e78da644588a73a3b5bc6420ca |
| رقم الأكسشن: | edsdoj.254fe8e78da644588a73a3b5bc6420ca |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 02124521 21746486 |
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| DOI: | 10.5565/rev/ensciencias.2947 |