Browsing by Author "Calle Palomeque, Carmen Eulalia"

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Análise de relatos de prácticas de professores utilizando o modelo de competencias e conhecimentos didático matemáticos. (CCDM)
(Editora UNIVATES, 2020) Hummes, Viviane Beatriz
Análise de uma tarefa de medida de tendência central com a ferramenta adequação didática: um olhar desde a formação inicial de professores
(Universidad de Vale do Taquari, 2022) Calle Palomeque, Carmen Eulalia; Oyervide Pesantez, Mari Carmen; Alvarez Calle, Nelly Guadalupe; Breda, Adriana
O objetivo deste trabalho é apresentar a análise didática de uma tarefa sobre Medidas de Tendência Central, proposta por uma futura professora de matemática a alunos da educação básica do Equador. Para isso, aplicou-se à futura professora um questionário de nove perguntas que foram analisadas, qualitativamente, por meio da ferramenta Critérios de Adequação Didática. A análise didática contempla, de maneira geral, alguns dos componentes dos Critérios de Adequação Didática, em particular: os diferentes significados do objeto matemático; o uso de recursos materiais e tecnológicos; a interação entre o professor e o aluno; a adaptação ao currículo; a inovação didática; a análise dos erros e dificuldades dos alunos e; as motivações, interesses e necessidades dos alunos. Como conclusão, evidencia-se que a tarefa apresenta uma alta adequação cognitiva, epistêmica, interacional e de meios e, em menor medida, uma adequação afetiva e ecológica.
Análisis de una tarea de medidas de tendencia central, con la herramienta criterios de idoneidad didáctica: una mirada desde la formación inicial de profesores
(ASEFIE, 2022) Oyervide Pesantez, Mari Carmen
Análisis del currículo ecuatoriano y de planificaciones de unidad utilizando criterios de Idoneidad didáctica
(Universidad de Cuenca, 2024-09-13) Uzhca Galarza, Erika Elena; Calle Palomeque, Carmen Eulalia
The number and diversity of elements in the curriculum, together with the multiple interpretations of how to assess their quality, require thorough study. It is crucial to understand how these elements can be perceived and evaluated by teachers to ensure that the curriculum meets its objectives and responds to the needs set out in official documents. In the present research, the Theory of Didactical Suitability offered by the Onto-semiotic Approach (EOS) of mathematical knowledge and instruction have been adapted to design two assessment guides, one for a general mathematics curriculum and another for the Algebra and Functions section, specifically focusing on the epistemic facet. The research focuses on the analysis of didactic suitability in the mathematics curriculum through a comprehensive approach that encompasses epistemic, cognitive, affective, interaction, mediational, and ecological facets. A methodology involving content analysis and a focal group with teachers is employed to gather and contrast information. The results are presented in tables that outline the six facets, each with specific indicators. The research emphasizes the importance of the connection between mathematical blocks, the sequence and integration of topics over the years, the use of artificial intelligence, and the flexibility of the curriculum. Additionally, the valuable contribution of focal group participants in enriching the indicators of didactic suitability is evident.
Conhecimento de futuros professores sobre os diferentes significados do objeto matemático media aritmética
(Federal University of Mato Grosso do Sul, 2020) Calle Palomeque, Carmen Eulalia
Conocimientos del futuro profesor de matemáticas sobre los diferentes significados de la media aritmética
(2022) Font Moll, Vicenc
This study characterizes the knowledge of future mathematics teachers at the University of Cuenca about the mathematical object of arithmetic mean. The exploratory-interpretive qualitative approach study indicates that, out of a total of twenty-two future participating teachers, twenty-one show little knowledge about the complexity of the object arithmetic mean (understood as a plurality of meanings), presenting difficulties to justify what kind of meaning of arithmetic mean they must use to solve a specific problem.
Didactic-mathematical knowledge of future mathematics teachers in Ecuador when developing tasks based on ethnomathematical practices
(2023) Calle Palomeque, Carmen Eulalia
This paper aims to infer characteristics of the didactic-mathematical knowledge of future mathematics teachers when developing tasks based on local ethnomathematical practices. Ethnomathematical practices and mathematical knowledge of these future teachers of an Ecuadorian University were identified and later their reflections on bringing these practices to the classroom and their justifications were analyzed. The results indicate positive contemplation by the future teachers on two counts: first, in connecting ethnomathematical practices with local professional activities and second, in presenting fragilities in the characteristics of both mathematical and didactic-mathematical knowledge. As a way forward, the paper suggests that these insights are relevant to be incorporated in future teachers’ training in addition to the didactic-mathematical knowledge and perspectives of Ethnomathematics.
Effects of the Pandemic on Ecuadorian Mathematics Education. Perception of active teachers
(2023) Calle Palomeque, Carmen Eulalia
The objective of this study is to present experiences and perceptions of active mathematics teachers about the effects of the pandemic on mathematics education, with the aim of identifying categories that may emerge from this context. The teachers participated in a focus group where they explained, based on previously prepared questions, what happened in the pandemic caused by COVID-19 in Ecuador. The report developed has served to analyze results from critical mathematics, evidencing marked differences in the educational processes provided in the public and private sectors; in the urban and suburban areas. It is concluded that the pandemic made social inequality in Ecuador visible evidenced by problems of access to technology, economic and family situation, among others; highlighting the creativity and ingenuity of the teachers to not stop teaching, in addition to the positive way of seeing reality, convinced that they did a good job and that the students have learned mathematics; although they have doubts about their development in subsequent events such as entering university.
El programa etnomatemática en la formación inicial de docentes. Valoración de propuestas educativas a partir de los criterios de idoneidad didáctica
(Editora Akademy,, 2022) Calle Palomeque, Carmen Eulalia; Calle Palomeque, Carmen Eulalia
This research aims to analyze the design and reflection of tasks, related to different mathematical objects, developed by future Ecuadorian mathematics teachers from the perspective of Ethnomathematics. The qualitative analysis of the tasks was carried out with the use of the Didactic Suitability Criteria tool of the Onto semiotic Approach. As a result, it is inferred that future mathematics teachers are able to relate the different mathematical objects addressed in the curriculum, with local craft ethnomathematical practices, which demonstrates the importance and feasibility of promoting the design of innovative educational proposals that support the resolution of context problems.
Elaboración de un manual que contenga estrategias didácticas para mejorar el aprendizaje de combinatoria en la carrera de Matemáticas y Física de la Universidad de Cuenca, con la utilización de material didáctico
(2019) Parra Mora, Erika Tatiana; Paucar Jara, Patricia Carolina; Calle Palomeque, Carmen Eulalia
This work is aimed for the students of Mathematics and Physics of the University of Cuenca, with the aim of improving learning processes, on topics related to the Combinatorial Theory: permutation, variation and combination, which, due to their complexity, generate difficulties conceptual and procedural, problems evidenced in the methodology of this investigation. The techniques that allowed to carry out this work were of the qualitative and quantitative type, in which two factors were evidenced, the first one that the main diffi-culty in understanding is to recognize the counting technique within a problem combinatorial and the second, the academic performance of the students; to try to overcome these problems, it has been proposed to elaborate a manual that contains a meticulous selection of strategies and didactic techniques supported by play material (games) for the teacher's use, this manual gives the educator freedom to choose which strategies and learning situations to use in certain moments of dictating your class. The elaboration and structure of the manual has been carried out through a bibliographic review of strategies and didactic techniques accompanied by learning situations that revolve around games, attached to Piaget's cognitive pedagogy, which emphasizes learning through the experimentation, manipulation of objects contextualized with our reality, turning the student into an active subject.
Enseñanza de inecuaciones de primero y segundo grado, con apoyo de una guía didáctica y recursos educativos
(Universidad de Cuenca, 2022-04-28) Fajardo Heredia, María Elisa; Lazo Tuba, Erika Lisseth; Calle Palomeque, Carmen Eulalia
Over the years, the development of mathematical themes has presented several difficulties. Among the main causes is the absence of teaching methods and the use of active methodologies in the classroom that would guarantee meaningful learning for students. In particular, several studies have shown serious shortcomings in the way that linear and quadratic inequalities are taught, such as the use of traditional techniques that generate gaps in the students' knowledge and end up stimulating mechanistic processes that do not spark interest in understanding these topics. For this reason, the present research was aimed at studying this problem, using a mixed approach in methodological terms. Initially, bibliographic sources were reviewed to understand the state of the art of the main concepts of the research. Subsequently, interviews were conducted with mathematics teachers from different educational schools and tests were administered to students of General Basic Education (EGB) and General Unified High School (BGU) of the "San José de La Salle" School. From the results obtained, they have shown that students present difficulties in solving inequalities, interpreting solutions and graphing them. On the other hand, the teachers consider relevant to incorporate educational resources in the classes, as well as to contextualize the problems. Consequently, a didactic guide was designed for teachers to assist the teaching of linear and quadratic inequalities, which in epistemological terms aims at constructivism as a paradigm. In addition, this guide, by adjusting to the profile of the Ecuadorian high school graduate, includes guidelines for the teacher to guide learning with activities complemented with the use of educational resources, which promote the relationship between knowledge and the environment of the learner, facilitating the resolution and interpretation of problems
Guía didáctica para el aprendizaje de la parábola con el uso del software geogebra en el tercer año de bachillerato general unificado
(2017) Chalco Tigre, Freddy Geovanny; Calle Palomeque, Carmen Eulalia
The general objective of this work is: to prepare a didactic guide for the learning of the parable, through the use of GeoGebra, for the third year of Unified General Baccalaureate, of the Octavio Cordero Palacios high school, based on the diagnosis that has been made, In order to improve student achievement in this subject. The fulfillment of this objective is based on the following questions: Which didactic resource can facilitate the learning process in the topic The Parable?, What technological tools can be implemented to improve the understanding of this topic? And a didactic guide for the use of GeoGebra can help the students to understand the subject? Taking into account that the students of this educational institution, they border the 719 points on thousand in the tests “Ser Bachiller” of the year 2015. The diagnosis to students shows: that a guide in the classroom is important, that the use of a software helps to improve their performance and that they learn better in the classroom to implement ICT, the results that helped to clarify and choose Objective way Use of GeoGebra. In the course of this work, it has been shown that the use of GeoGebra to teach a specific and complex subject in mathematics is not so easy and that there are many hidden tools in this software that if they are not discovered and mastered, they serve little this kind of ICT in the educational environment. In conclusion: the use of technology in the classroom, may or may not favor the learning process; In many mathematical subjects it is necessary to use technological tools that are accompanied by a guide for its implementation; For this reason, it is advisable for the teacher, the images in the classroom with a medium or advanced knowledge of these.
Guía Didáctica para el proceso de enseñanza de factorización por medio de las TIC
(Universidad de Cuenca, 2023-02-08) Lliguicota Juncal, Luis Alfredo; Paredes Bernal, Junior Dositeo; Calle Palomeque, Carmen Eulalia
The present work of the degree called "Didactic guide for the process of teaching factorization through ICT” responds to the need to develop the contents present in the national mathematics curriculum regarding factorization in a context of virtuality and / or face to face in a dynamic and effective way, with the ICT as the main axis and it is intended to improve the teaching and understanding of the subject by incorporating resources that awaken motivation. in the student, and curiosity to learn. To this end, seven didactic guides have been developed that contain the technological resource and interactive methodologies that lead to effective learning. Each of them covers the main cases of factorization: Common factor, Grouping factor, Difference of squares, Sum or Difference of perfect cubes, Perfect square trinomial, Trinomial of the form 𝑥 2 + 𝑏𝑥 + 𝑐 and Trinomial of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
Guía didáctica para el uso de la calculadora Casio fx-7400GII en la gráfica de funciones racionales y radicales
(2016) Carpio Chuchuca, Edwin Hernán; Morocho Macas, René Fabián; Calle Palomeque, Carmen Eulalia
This work was done in order to relate the contents of rational and radical technological resources functions, so that they become innovative ways of teaching and learning. To this end it has proposed to develop a tutorial on using the calculator Casio fx-7400GII on the graph and analysis of rational and radical functions. In this proposal, the calculator is seen as a teaching resource aimed at promoting a constructivist methodology in the teaching-learning process in that topic. This proposal is that in education today are not using technological resources such as graphing calculator in the classroom, because not have adequate teaching simple guides for a given subject. It is important to use the graphing calculator in the study of rational functions and radicals since the time of study and analysis manually is time consuming and becomes a tedious activity, while you can save time and effort using calculator With this proposal is intended that students achieve a higher level of knowledge on the subject, through the use of the guide in the classroom generating a teaching-learning process more practical and dynamic.
Guía didáctica para la enseñanza de ecuaciones lineales y cuadráticas en el primer año de bachillerato, con la utilización de recurso y material didáctico
(2018) Bermeo Castro, Carmen Rocio; Calle Palomeque, Carmen Eulalia
This work entitled Teaching guide for the teaching of linear and quadratic equations in the first year of high school, with the use of resources and teaching materials, is a proposal that was made with the aim of teaching, from the simplest equations linear, which are algebraic equalities with unknowns whose exponent is one, to the most complex, the quadratic equations that is an algebraic sum of terms whose exponent is two, in theoretical and practical form. The proposed proposal deals with the structural changes of the curricular reform, of the curriculum in the Area of Mathematics of the first year of high school, in the corresponding to the unit of Numbers and Functions. This work was carried out in the University of Cuenca, in the Faculty of Philosophy, Letters and Education Sciences, Mathematics and Physics Career, with the purpose that students as future teachers, require new strategies for the teaching of mathematics. In its development, the research technique that is the survey was used, through a questionnaire. Finally, it was determined that almost all of the respondents said that the didactic guides are useful and necessary, since they allow them to interact with the students with the concrete material and the didactic resource. In conclusion, the didactic guide should implement creative methodologies in the field of linear and quadratic equations, should be aimed at the connection of educational theory and practice.
Guía didáctica para mejorar la enseñanza de las ecuaciones logarítmicas y exponenciales mediante el uso de material concreto
(Universidad de Cuenca, 2020-08-03) Ayabaca Alulima, Rafael Ricardo; Piedra Arpi, Ángel Moisés; Calle Palomeque, Carmen Eulalia
Research seeks to implement a teaching guide and teaching resources to help promote active teaching of exponential and logarithmic equations by teachers in such a way as to generate meaning full learning in students. Interest in working on this topic arose because these mathematical concepts become difficult to understand or understand for the educating A few times because they have under gone teaching with a behavioral didacticsnife devoid of sequence and mathematical meanings. The proposal is based on the postulates of the constructivist pedagogical current and the concept of meaningful learning proposed by Ausubel. Methodologically in the first instance, the lack of teaching and learning of this particular topic is demonstrated, for which an evaluation was applied that tested the difficulties experienced by first-cycle students of Pedagogy's career Experimental Sciences University of Cuenca and these supplies determined which elements should be highlighted most within the teaching guide. From the results obtained it was found that 68% of students did not achieve learning results and that the main problems were in applying the properties and concepts related to mathematics The teaching guide emphasizes these aspects and proposes activities using concrete material evidence of mathematical objects in exponential and logarithmic expressions
Guía didáctica y vídeos para la enseñanza-aprendizaje de la derivada de funciones trigonométricas, movimiento rectilíneo, regla de la cadena y diferenciación implícita
(2016) Sinchi Chuya, Mauro Leonardo; Calle Palomeque, Carmen Eulalia
Given the current requirements regulations for Ecuadorian education and the importance of differential calculus as a branch of mathematics and its applications in the contemporary world, it has been developed this teacher’s guide, which focuses on four main themes of the derivative’s functions. To fulfill this purpose it has been used printed material such as charts and graphs on the guide’s structure. Also, it has been used technological resources such as the calculator and the video. So, this guide tries to improve the teaching and learning of the subject. This work searches to create a link between the theoretical concepts presented in differential calculus’ texts and the resources that students can manipulate and relate them to the reality where they live. Thus, it is intended to achieve an integral education, where the teacher is a facilitator and a guide in the teaching and learning of differential calculus. In addition, by using the materials presented in this guide, teachers will be motivators to achieve quality learnings and improve academic performance.
Hacia la transformación de la clase de matemáticas: algunas perspectivas
(Editorial UPTC, 2022) Calle Palomeque, Carmen Eulalia
Impacto de la pandemia en la Educación Matemática de Perú, Paraguay, Bolivia y Ecuador: un primer estudio
(Universidad de Lima, 2023) Calle Palomeque, Carmen Eulalia; Calle Palomeque, Carmen Eulalia
Influencia de la semántica en el segundo curso de bachillerato del colegio Benigno Malo
(2013) Calle Palomeque, Carmen Eulalia; Verdugo Cárdenas, Gladys Jaqueline
This investigation was established with the objective of understanding what kind of semantic referential ideational or behavioral influences the learning of mathematics in second year students at Benigno Malo High School, to identify the significance of the theories that define mathematical concepts in their identity or possession of significance, diagnose deficiencies that the students attending Benigno Malo High School encounter in the acquisition of symbols and understanding their meaning as a mention or reference to mathematical objects and phenomena existing in reality, describe the usage of symbols used exclusively in the second year in the practice of mathematics learning and develop a proposal based on semantic language incorporated in the second year of math. The research was conducted with 40 students in the second year of high school in the program of Bachelor of Science at Benigno Malo High School, enrolled in parallel: A, C, E, G, and six math teachers who responded to several data collection instruments such as surveys, ballots semantic differential scale of attitudes and opinions and a structured interview questionnaire. As research results, let us mention that the use of semantic process of mathematical language1 by students is poor, they do not interpret or relate the signs already learned with new, unknown semantic processing of the meanings of words, making it difficult for teachers to continue with corresponding themes relevant to their planning.