Licenciatura en Educación Básica con Énfasis en Matemáticas
URI permanente para esta colecciónhttp://hdl.handle.net/11349/43
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Ítem Accesibilidad y virtualidad: Un reto para la educación matemáticaRincón Espíndola, Jairo Gonzalo; Merchán Montaña, Khalydf Fernando; Gil Chaves, DianaIn the present work, the relationship between accessibility and the learning environments that took place within the remote education experienced by COVID 19 is evidenced, for this a theoretical conceptualization was carried out, where definitions and characterizations were addressed regarding the types of learning environments, the different aspects and accessibility criteria that teachers use within their classrooms (virtual and face-to-face) and how they relate these aspects to the development of their classes. Different interviews were conducted with IED professors from Bogotá, typhlology, undergraduate students in mathematics and students with visual disabilities, since the latter have been the most affected by remote education, since they do not even have the tools, nor the pedagogical support that they should have in their classroom. At the time of conducting the interviews, it was found that the majority of teachers do not take into account the different accessibility criteria for the development of their classes remotely. What was found was that most do not know the correct typeface in a Word document and a presentation, they do not take into account the tone of voice, the contrast of colors and the use of mathematical programs for a classroom with diversity, looking help at the typhlology office. Despite this, it was also found that many of the teachers try to find a way for all students to access their classes, seeking strategies such as creating WhatsApp groups, making personal calls to students who do not have internet and extra-class tutoring. so that students do not lose the thread of their learning process. As for the students with a visual disability, it was observed in the interviews that they are not very comfortable with the new normal, since as they express it in the interviews, it has been very difficult to adapt to their new classroom, since They do not have the tools for their learning process, for which they suggest various strategies that schools should take into account so that they do not fall behind in their process, of which the instrumentation of schools for students with different disabilities stand out, preparation of teachers for the use of technologies and tools that take into account accessibility and diversity. According to these two focuses of interest and thanks to the relationship between the theoretical conceptualization and the interviews, it was possible to implement the primer entitled "Accessibility and virtuality: A challenge for mathematics education." Where a series of recommendations are given that teachers should take into account when conducting their class with the use of new technologies and thus manage to welcome all students into their mathematics classroom.Ítem Un acercamiento a la noción de función lineal en entornos virtuales a través del software matemático interactivo geogebra(Universidad Distrital Francisco José de Caldas) Betancur Aguirre, Jorge Armando; Torres, JoanaSe toma la función lineal como eje central ya que esta noción ha llegado a ser considerada central y unificadora en las matemáticas escolares, debido entre otras cosas, a que uno de sus propósitos es representar cambios, siguiendo la idea la expuesta por Maria Fiol (1996)1: La función lineal , sirve para visualizar los diferentes estados de variación, es decir expresa su comportamiento cualitativo, por tanto, resulta de gran interés estudiar el proceso por el cual el estudiante llega a comprender dicha noción y cómo se puede involucrar ésta en entornos virtuales de aprendizaje. Las funciones lineales aparecen en situaciones de proporcionalidad, de costos y de cantidades a precio fijo, en la descripción de innumerables procesos físicos o geométricos, en el comportamiento recurrente de muchos fenómenos tales como la temperatura o ciertos fenómenos eléctricos, así se desarrolla un proyecto para la introducción y adquisición del concepto matemático función lineal y las nociones asociadas a él: Plano cartesiano, Pendiente, Inclinación de la recta, Variable independiente, Variable dependiente, Puntos de corte con los ejes x e y, Paralelismo y Perpendicularidad, ésta propuesta promueve el conocimiento de la idea de función, lectura, descripción e interpretación de gráficas, representación gráfica de funciones, y su estudio a partir de la ecuación.Ítem Acompañamiento a estudiantes con discapacidad visual en la clase de matemáticas del Colegio José Félix Restrepo I.E.D. informe de pasantíaCastañeda Contreras, Michael Jair; Fonseca González, JaimeInitially in this report you will find a contextualization of the problem currently existing in terms of the segregation that the population lives in a condition of visual disability of the education system, even with the great efforts that have been generated for its inclusion in it, followed by the commitments and work plan that was intended to be implemented in the school. Then you can find the training of the intern that makes it suitable for the internship and the results of it. Finally, you will find the conclusions of the experience and general considerations for the educational institution and the education system in general.Ítem Acompañamiento a estudiantes en clases inclusivas de matemáticas: identificación de dificultades, errores y fortalezas (DEF)Galvis Robles, Yurem Daniela; Ascencio Leon, Wendy Nicole; Torres Duarte, José; Torres Duarte, José [0000-0001-9208-4843]The Jose Felix Restrepo IED school opens the doors to the Francisco José de Caldas District University so that teachers in training provide support to students who have difficulties in learning mathematics, and despite the fact that there are various conditions in the institution, in This space supports 8 students from campus C and 6 students from campus D who have mild or borderline intellectual disabilities. The foregoing, through accompaniment inside and outside the classroom where various difficulties, errors and strengths (DEF) are identified that appear in the students at the moment in which some mathematical objects are addressed, with this, we proceed to provide personalized classes where different didactic resources are applied that are designed in order to overcome, correct or strengthen the DEF found.Ítem Acompañamiento a procesos de enseñanza de las matemáticas a población en condición de discapacidad visual del colegio José Félix Restrepo I.E.D.Urueña González, Jhancarlo; Fonseca González, JaimeThe objetive of this internship report is to present the teaching-learning process in the area of mathematics, which was carried out with students with a condition of visual disabilities at I.E.D José Félix RestrepoÍtem Acompañamiento docente a estudiantes con diversidad funcional visual para la comprensión de las matemáticas escolaresRodríguez Rojas, Angélica; Sánchez Laiton, Yeni Marcela; Fonseca González, JaimeIn the report there was realized a series of structured procedures that will allow a major comprehension to the reader of this one, in that there will be exposed aspects of pedagogic, didactic and mathematical type; the design and application of an investigative instrument that allowed to identify the strategies of mental calculation used by the students in condition of functional visual diversity.Ítem Acompañamiento e intervención pedagógica a pacientes - estudiantes en el contexto de aula hospitalaria para el refuerzo y construcción de las matemáticas escolaresSoto Hernández, Yancel Orlando; Fonseca Rojas, Angie; Castro Cortés, Claudia CeciliaThis internship's report that is presented in this document was elaborated by two students of the Degree in basic education with emphasis in mathemathics of the Distrital University Francisco José de Caldas in Bogotá, Colombia. The obtained results are associated to the teaching - learning of divers mathematical concepts in the hospital classroom's space that is understood by Salgado (2017) like an space of a regular classroom in that the healt and mobility of students is limited.Ítem Acompañamiento en el aula de matemáticas y adaptación de recursos para estudiantes en condición de discapacidad del Colegio OEA IEDGetial Arteaga, John Jairo; Torres Restrepo, Lina Fernanda; Castro Cortés, Claudia CeciliaWithin this document is the theoretical part that is related to inclusion and the population with visual impariment and also a framework with respect to whaat was addressed during the intership and that helped the realization of this, in addition to the training plan fundamental for the school support of people with Special Educational Needs NEES, particulary the attention to people in codition of visual disability.Ítem Acompañamiento en el aula y proceso de formación en matemáticas escolares a estudiantes en condición de discapacidad visualCogua Arévalo, Jonathan Steven; Albarracín Moreno, Yeimmy Andrea; Castro Cortés, Claudia CeciliaThis report describes and presents the different activities carried out as interns with adult students with visual impairment who attend their primary and secondary education at night. During these activities we worked on the creation of materials according to their condition, accompanying the students in the mathematics class, in addition to carrying out training processes with the purpose of providing adequate support for the learning of mathematics to students with visual impairment.Ítem Acompañamiento y adaptación de recursos didácticos para la enseñanza-aprendizaje de las matemáticas en el aula inclusiva: una experiencia con niños ciegosGuzmán Rojas, Luis Eduardo; Torres Puentes, ElizabethThis document outlines the proposed work plan, in the form of internship extension, within the framework of voluntary agreement between the school Jose Felix Restrepo FDI and the University District, particularly with the Curriculum Bachelor in Basic Education project with emphasis on Mathematics - LEBEM. In this type of degree work the intern takes a cooperative, educational and benefit the condition of diversity in the area of mathematics, with blind students of the District Educational Institution Jose Felix Restrepo work.Ítem Acompañamiento y adaptación de recursos didácticos para la enseñanza-aprendizaje de las matemáticas en el aula inclusiva: una experiencia con niños ciegosGuzmán Rojas, Luis Eduardo; Torres Puentes, ElizabethThis document outlines the proposed work plan, in the form of internship extension, within the framework of voluntary agreement between the school Jose Felix Restrepo FDI and the University District, particularly with the Curriculum Bachelor in Basic Education project with emphasis on Mathematics - LEBEM. In this type of degree work the intern takes a cooperative, educational and benefit the condition of diversity in the area of mathematics, with blind students of the District Educational Institution Jose Felix Restrepo work.Ítem Acompañamiento y adaptación de recursos didácticos para la enseñanza-aprendizaje de las matemáticas en el aula inclusiva: una experiencia con niños ciegos del Colegio OEALoaiza Valderrama, Steven Camilo; Farfán Rincón, Karen Liliana; Castro Cortés, Claudia CeciliaThe internship participates in processes of social responsibility and carries out a change of thought regarding the topics of inclusion, participation and teaching profession (in the emphasis of mathematics). That is why the present work was developed under the terms of the accompaniment, the adaptation of resources and materials for work with young people in condition of visual disability of the OAS school.Ítem Adaptación de una ingeniería didáctica en el aprendizaje de la noción de derivada al resolver problemas de optimización a partir del software dinámico DGPad-ColombiaSánchez Lozano, Jhon Sebastián; Rodríguez Moreno, Michael Smith; Acosta Gempeler, Martín EduardoThe following work aims to adapt to the DGPad-Colombia software the didactic engineering "Use of Carmetal software to enhance the learning of the notion of the derivative when solving optimization problems", for the teaching of the notion of derivative that was designed using the Carmetal software. Our purpose is to take advantage of the potential of DGPad-Colombia to implement a-didactic situations, where problems can be proposed and a medium with which students interact to achieve learning by adaptation. For this purpose, we will show the adaptation of the design, the activities, the a priori analysis, and finally the a posteriori analysis of the actions performed by the students to solve the proposed tasksÍtem Adaptación de una ingeniería didáctica para la enseñanza de la traslaciónHernández Ravelo, Duván; Pastrana Tapiero, Jeisson Camilo; Acosta Gempeler, Martín EduardoThe following document aims to adapt didactic engineering “Conceptualización de la traslación con la mediación del programa Cabri ELEM”, It has suggested for the teaching of translation using the Cabri ELEM software, that is licensed. Our purpose is to adapt it to the free software DGPad-Colombia, taking advantage of the potential of this software to create an adidactic situation, such as proposing problems and programming feedback to the actions that the student does in the means (software). To do this, we will show the adaptation of the design and the programming made for the different tasks, modifying the pertinent feedbacks and adding some activities.Ítem Alfabetización en Matemáticas y Desarrollo del Pensamiento Matemático para Mujeres en Condición de VulnerabilidadClavijo Gil, David Nicolás; Torres Duarte, JoséFor no one is a secret that in Colombia, exists a lot of people in vulnerability condition due to different problems in the country; among the people mentioned, there are women mothers that couldn’t continue with their studies, also they have been through situations of vulnerability. In this report were sought and implemented strategies, so the students can reached a significant knowledge for the development of the mathematical thinking, which also would serve them in the future and in their daily life.Ítem Algunas dificultades en el reconocimiento y uso de los atributos propios de la fracción como parte-todo en contexto continuo. El caso de un grupo de estudiantes de grado cuartoTalero Pinto, Luis Felipe; Gil Chaves, DianaThe purpose of this monograph is to identify some difficulties in the recognition and use of attributes of the fraction as part-whole in a continuous context, in a group of fourth grade students through the design and adaptation of activities oriented and enriched from: an interpretation of the whole-part classification proposed by Freudenthal (1983), attributes of the fraction and different theoretical references.Ítem Algunos Apuntes Sobre la Noción de Infinito en los Referentes Curriculares para el Área de Matemáticas de Colombia en el Ciclo Décimo-UndécimoDíaz López, Juan David; Albadan Vargas, Juan PabloIn the teaching-learning of the concepts of calculation there are multiple research results that have addressed the difficulties, epistemological obstacles, didactic obstacles, etc. This is how one of those objects that causes difficulties is the mathematical infinite, however, in terms of the process of didactic transposition, it is necessary to have a transit between the knowledge to teach and the didactic knowledge that prioritize a treatment to the epistemological obstacle horror to Infinite, this implies that educational policies and specifically the mathematics curriculum for basic and secondary education must present explicit elements in their proposals for the teacher to construct their planning, it is for this reason that this work is proposed and developed so that With this will be provided references that account for the presence of the infinite mathematical object in the Basic Standards of competences for the area of mathematics Basic rights of learning for the area of mathematics in Colombia.Ítem Los ambientes inclusivos en los procesos de enseñanza de las matemáticas para la población con discapacidad visual en el colegio Técnico José Félix RestrepoBeltran Guzman, Juan Carlos; Tello Hurtado, Edward Camilo; Torres-Duarte, JoséThe environment that is shown in the Josè Fèlix Restrepo school is related to a reality where cultural integration, social assimilation is observed, for which an inclusive environment is developed that supports the school, allowing to establish spaces, time, participation of the actors , implementation of teaching resources for the development, planning and design of activities in the area of mathematics allowing quality education for the population with disabilities.Ítem Ambientes lúdicos para el desarrollo del pensamiento numérico de los niños y niñas que asisten a la Fundación Apoyemos(Universidad Distrital Francisco José de Caldas) Aponte Estupiñán, Andrea; Celeita Gómez, José Raúl; Guerrero Recalde, Néstor FernandoA lo largo del presente trabajo de grado propuesto y titulado: Ambientes lúdicos para el desarrollo del pensamiento numérico de los niños y niñas que asisten a la Fundación Apoyemos con el fin de percibir y fortalecer actitudes hacia la convivencia de niños y niñas en situación de vulnerabilidad se implementa un juego de rol. Teniendo en cuenta la definición de juego de rol Collyns, A. et al. (2008) determina que éste consiste en adoptar un rol diferente al que asumen las personas en su vida cotidiana, en éste ellos serán lo que quieran y no lo que la vida les asignó. Ahora bien, la condición de vulnerabilidad (Acción Social, 2009) en Mochuelo Bajo, Barrio Barranquito conforma un universo de problemáticas particulares que requieren mecanismos de superación. Nosotros colaboramos con la prestación de un servicio de refuerzos escolares en los que los asistentes a la fundación llevan sus trabajos o tareas y allí se les presta la ayuda necesaria para garantizar la solución y el entendimiento de éstas. Uno de los propósitos de realizar esta pasantía es llevar un proceso con los niños y niñas que asisten regularmente a la fundación Apoyemos, fortaleciendo lasos sociales y habilidades cognitivas desde la implementación del juego de rol, ya que estos niños en su gran mayoría carecen de la presencia de sus padres y requieren de atención especial que los oriente tanto en lo escolar como en lo personal. Teniendo en cuenta lo anterior, nosotros como futuros profesores de matemáticas necesitamos conocer todos los posibles campos de acción a los que nos enfrentaremos en nuestro desempeño como profesionales, uno de los posibles entornos en los que probablemente trabajaremos son lugares en donde predomina la carencia de recursos, por lo que la subsistencia y el desarrollo social, cultural y cognitivo de los niños y las niñas es muy limitado.Ítem Ambientes lúdicos para el desarrollo del pensamiento numérico en niños y niñas que asisten a la Fundación Apoyemos etapa 2009(Universidad Distrital Francisco José de Caldas) Ariza Guevara, Ángela Patricia; Pinzón Zamudio, Erika Paola; Vargas Urrego, Yenny Carolina; Guerrero Recalde, Néstor FernandoEs importante reconocer que la Educación Matemática y nuestra formación como docentes no solo está ligada a la práctica en el aula de clases, ésta también permite que se participe de manera activa y reflexiva en comunidades con problemáticas sociales y con niños que se encuentran en situación de vulnerabilidad, donde nuestro rol como docente además de contribuir a una formación cognitiva, permita desarrollar y fortalecer la formación integral, social y cultural de sus miembros por medio de programas que posibiliten el progreso personal y social de estas comunidades, considerando que existen otros ambientes de aprendizaje que son definidos por Duarte como el escenario en donde se desarrollan condiciones favorables para el aprendizaje en el cual todos los participantes desarrollan capacidades, competencias, habilidades y valore (Duarte,2003) que no se encuentran precisamente dentro de la escuela y que aportan al mejoramiento de su calidad de vida, teniendo en cuenta aspectos tales como la autoestima, la relación con su familia y compañeros, enmarcados en el contexto social y cultural en el que se encuentran. De allí, la pasantía de extensión permite fomentar un espacio donde se desarrollen proyectos sociales de cambios y transformaciones en aquellas comunidades que por múltiples razones se encuentran en contextos sociales y culturales deprimidos, enfatizándonos en orientar nuestra labor a la transformación de la realidad en que viven estos niños y a brindar un apoyo afectivo, moral e intelectual en niños particularmente localizados en Mochuelo Bajo de la Localidad de Ciudad Bolívar, y que asisten a la Fundación Apoyemos.