Implementation of Didactic Engineering for the Understanding of Mathematical Concepts.

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Bibliographic Details
Title:	Implementation of Didactic Engineering for the Understanding of Mathematical Concepts.
Authors:	Prada Núñez, Raúl¹ raulprada@ufps.edu.co, Hernández Suárez, César Augusto¹ cesaraugusto@ufps.edu.co, Avendaño Castro, William Rodrigo² williamavendano@ufps.edu.co
Source:	Journal of Language & Linguistics Studies. 2022, Vol. 18 Issue 1, p994-1010. 17p.
Subject Terms:	Public universities & colleges, Teacher training, Mathematics teachers, Mathematics education, Differential calculus
Abstract:	Throughout history, there have been many mathematical concepts that have generated difficulties in students, possibly due to their abstract nature, which demands a series of mental skills that must be strengthened throughout the formative process as the brain matures, as has been reviewed in a good deal of research in the field of mathematics education. The concepts of differential calculus do not escape this complex panorama, especially in the derivative area. Several works have highlighted that teachers' promotion of algorithmic teaching causes the main weakness in understanding the concept of the derivative in students. In this context, didactic engineering was implemented to guide the process of teaching the derivative to propose didactic situations that promote its true understanding. Using a knowledge test, it was intended to identify the degree of understanding acquired by a group of teachers in training in mathematics at a public university in the Colombian northeast, to design pedagogical processes of intervention that guarantee their true learning [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Throughout history, there have been many mathematical concepts that have generated difficulties in students, possibly due to their abstract nature, which demands a series of mental skills that must be strengthened throughout the formative process as the brain matures, as has been reviewed in a good deal of research in the field of mathematics education. The concepts of differential calculus do not escape this complex panorama, especially in the derivative area. Several works have highlighted that teachers' promotion of algorithmic teaching causes the main weakness in understanding the concept of the derivative in students. In this context, didactic engineering was implemented to guide the process of teaching the derivative to propose didactic situations that promote its true understanding. Using a knowledge test, it was intended to identify the degree of understanding acquired by a group of teachers in training in mathematics at a public university in the Colombian northeast, to design pedagogical processes of intervention that guarantee their true learning [ABSTRACT FROM AUTHOR]
ISSN:	1305578X