Matemáticas Dialógicas. ‘Yo soy de mates’

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dc.contributor.authorDíez-Palomar, Javieres_ES
dc.date.accessioned2017-04-20T10:45:34Z
dc.date.available2017-04-20T10:45:34Z
dc.date.issued2017-01-31
dc.date.updated2017-04-20T09:07:43Z
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.en_EN
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 estudianteses_ES
dc.description.accrualMethodSWORDes_ES
dc.description.bibliographicCitationDíez-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.2017.6697es_ES
dc.description.issue1
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dc.description.upvformatpfin308es_ES
dc.description.upvformatpinicio289es_ES
dc.description.volume10
dc.identifier.doi10.4995/msel.2017.6697
dc.identifier.eissn1988-3145
dc.identifier.urihttps://riunet.upv.es/handle/10251/79861
dc.languageEspañoles_ES
dc.publisherUniversitat Politècnica de València
dc.relation.ispartofModelling in Science Education and Learning
dc.relation.publisherversionhttps://doi.org/10.4995/msel.2017.6697es_ES
dc.relation.references10.1007/s11858-015-0738-8es_ES
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dc.relation.references10.4324/9780203011430es_ES
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dc.relation.references10.2307/1132301es_ES
dc.relation.references10.1111/j.1469-7610.1976.tb00381.xes_ES
dc.rightsReconocimiento - No comercial (by-nc)es_ES
dc.rights.accessRightsAbiertoes_ES
dc.subjectMatemáticas dialógicases_ES
dc.subjectActuaciones educativas de éxitoes_ES
dc.subjectInteraccioneses_ES
dc.subjectDialogic mathematicses_ES
dc.subjectSuccessful educational actionses_ES
dc.subjectInteractionses_ES
dc.titleMatemáticas Dialógicas. ‘Yo soy de mates’es_ES
dc.title.alternativeDialogic Mathematics "I'm good at math"es_ES
dc.typeArtículoes_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dspace.entity.typePublication
upv.uuidb2defb36-66df-4f2b-aa2b-bbf7d3ca8d32es_ES

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Modelling in Science Education and Learning - Vol. 10, Núm. 1 (2017)