Assessment of mediated interactivity within the scope of the anthropological theory of didactics
Tipo de documento
Lista de autores
Delgado, Cesar Augusto y Ospina, Liliana Patricia
Resumen
We present progress made in doctoral thesis Configuration of the assessment practices of mathematics teachers at university. Preliminary analysis shows the predominance of summative assessment of learning, content-centered, aside from the teaching and study activities, producing poor operative learning outcomes. This didactic phenomenon entails the problem of establishing the conditions and constraints that hinder the development of a more functional kind of assessment that mediates these activities and obtain more operational learning. Finally, we construct the concept of assessment of mediated interactivity as a contribution to the design and management of didactic and mathematical praxeology.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Análisis didáctico | Contenido | Gestión de aula | Otro (fundamentos) | Tipos de evaluación
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
Bosch, M. & Gascón, J. (2001). Las prácticas docentes del profesor de matemáticas. (Provisional version of 09/13/01) Brousseau, G. (1986). Fondements et méthodes de la didactique des Mathématiques. Recherches en didactique des mathematiques, 7(2), 33-115. Chevallard, Y. (2002). Organiser l’étude. 3. Ecologie & régulation, Actes de la XIème École d’Été de Didactique des Mathématiques. Corps, Août 2001. Grenoble: La pensée sauvage. pp. 41-56. Chevallard, Y. (2015). Teaching Mathematics in Tomorrow’s Society: A Case for an Oncoming Counter Paradigm. In: The Proceedings of the 12th International Congress on Mathematical Education. Seoul (Korea): Springer International Publishing. pp. 173-187. Coll, C., Colomina, R., Onrubia, J. & Rochera, J. (1995). Actividad conjunta y habla. In: Fernández, B. & Melero, Z. M. (comp.), La interacción social en contextos educativos. Madrid: Siglo XXI. pp. 193-326. Harel, G. (2008). What is mathematics? A pedagogical answer to a philosophical question. In: Gold, B. & Simons, R. (Eds.), Proof and Other Dilemmas: Mathematics and Philosophy. Washington, DC: Mathematical Association of America. pp. 265-290. Vygotski, L. S. (1930). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica, 1996.