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dc.contributor.author | Díez-Palomar, Javier![]() |
es_ES |
dc.date.accessioned | 2017-04-20T10:45:34Z | |
dc.date.available | 2017-04-20T10:45:34Z | |
dc.date.issued | 2017-01-31 | |
dc.identifier.uri | http://hdl.handle.net/10251/79861 | |
dc.description.abstract | [EN] In this article I introduce the dialogic mathematics approach, drawing on three successful educationalactions (SEAs): interactive groups, family involvement in mathematics, and dialogic mathematics gathe-rings. The main aim is to illustrate through these examples how SEAs, which previous studies have provedthat contribute to improve mathematics learning, work. I conclude that looking at interactions may openthe oor to better understand how we learn mathematics, while the creation of dialogic spaces based onsuch contributions may also be an opportunity to improve students' mathematics achievement. | es_ES |
dc.description.abstract | [ES] En este artículo se hace una presentación del enfoque de las matemáticas dialógicas a través de tres actuaciones educativas de éxito (AEE): los grupos interactivos, la formación en matemáticas de familiares, y las tertulias matemáticas dialógicas. El objetivo es ilustrar a través de tres ejemplos cómo funcionan dichas AEE, que los estudios previos han demostrado que contribuyen a mejorar los aprendizajes de las matemáticas. Se concluye que el enfoque del análisis de las interacciones abre las puertas a comprender mejor cómo aprendemos matemáticas, y la creación de espacios dialógicos basados en dichas contribuciones puede ser una oportunidad para mejorar las puntuaciones de matemáticas de nuestros estudiantes | es_ES |
dc.language | Español | es_ES |
dc.publisher | Universitat Politècnica de València | |
dc.relation.ispartof | Modelling in Science Education and Learning | |
dc.rights | Reconocimiento - No comercial (by-nc) | es_ES |
dc.subject | Matemáticas dialógicas | es_ES |
dc.subject | Actuaciones educativas de éxito | es_ES |
dc.subject | Interacciones | es_ES |
dc.subject | Dialogic mathematics | es_ES |
dc.subject | Successful educational actions | es_ES |
dc.subject | Interactions | es_ES |
dc.title | Matemáticas Dialógicas. ‘Yo soy de mates’ | es_ES |
dc.title.alternative | Dialogic Mathematics "I'm good at math" | es_ES |
dc.type | Artículo | es_ES |
dc.date.updated | 2017-04-20T09:07:43Z | |
dc.identifier.doi | 10.4995/msel.2017.6697 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Díez-Palomar, J. (2017). Matemáticas Dialógicas. ‘Yo soy de mates’. Modelling in Science Education and Learning. 10(1):289-308. https://doi.org/10.4995/msel.2017.6697 | es_ES |
dc.description.accrualMethod | SWORD | es_ES |
dc.relation.publisherversion | https://doi.org/10.4995/msel.2017.6697 | es_ES |
dc.description.upvformatpinicio | 289 | es_ES |
dc.description.upvformatpfin | 308 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.description.volume | 10 | |
dc.description.issue | 1 | |
dc.identifier.eissn | 1988-3145 | |
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