Browsing by Author "Font Moll, Vicenc"

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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.
Qué significado atribuyen a la media aritmética profesores de matemática en ejercicio?
(2020) Calle Palomeque, Carmen Eulalia; Breda, Adriana; Font Moll, Vicenc
The objective of this work is to study if professors in practice can identify the partial meaning of the arithmetic average mathematical object that allows solving a certain problem. For this, the answers of 95 teachers were analyzed to a task that consisted in relating the different meanings of this mathematical object with a list of proposed problems. It is concluded that the majority of teachers fail to correctly relate the meaning of the mean with the statement of the corresponding problem and, those who manage to relate, justify this relationship incorrectly.
Significados de las medidas de tendencia central contemplados por profesores de matemática en sus trabajos de fin de máster
(Universidad del Atlántico, 2020) Calle Palomeque, Carmen Eulalia
This work aims to identify which meanings of the measure of central tendency are contemplated by practicing mathematics teachers. For this, three master thesis projects have been analyzed, with the study of said mathematical object as a central didactic proposal. It is concluded that teachers take into account the idea of working different meanings, but have difficulties designing tasks with application problems that respond to this plurality of meanings
The complexity of the notion to teach in the assessment of the pre-professional practice of future ecuadorian mathematics teachers
(2022) Font Moll, Vicenc
Reflections on the complexity of mathematical objects, and the connection of the components of this complexity, are frequent in many of the theoretical approaches used in the area of Mathematics Education. As a consequence of these reflections, there is a tendency for mathematics teachers training to contemplate didactic sequences so that teachers consider the complexity of the mathematical object to be taught in the didactic sequences that they design and implement with their students. In this line, the first objective of this work is to determine the role of mathematics taught in the assessment guide of work practice used by the guidance teachers of the Mathematics Education Career at the University of Cuenca; while the second objective is to describe an instruction process whose objective is to incorporate in this guide the assessment of the mathematics taught, in particular the assessment of the incorporation of the complexity of the mathematical object to be taught. The results show that the guide does not value the mathematics taught and that in the didactic sequences implemented by future teachers according to it, they do not consider the complexity of the object to be taught.