Examinando por Autor "Barrera, D"
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Ítem Mathematical argumentation in the classroom(IOP Publishing, 2019) Salazar-Torres, J; Vera, M; Contreras, Y; Gelvez-Almeida, E; Valbuena, O; Barrera, D; Rincón, OThe article shares some elements of comprehensive type about "mathematical argumentation in the classroom"; whose analysis, was made from two fundamental categories in the development of an oral mathematical argumentation process for the conviction, contradiction and validation of a written mathematical argumentation process. The research addressed two central categories of argumentation as a discursive form, the first one is the epistemic position, and the second one is the discursive position that students unveil at the time of mathematically arguing the solution to a problem situation. The research was developed under the interpretative paradigm through the design of a case study directed by the theory and technique of a focal group, for the collection of information. In the findings, difficulties in the passage were evidenced from the semantic to the theoretical from the epistemic position; regarding the discursive position, the presence of three discursive forms was revealed: description, explanation and argumentation, the latter being the least used by the students.Ítem Problem solving strategy in the teaching and learning processes of quantitative reasoning(IOP Publishing, 2019) Barrera, D; Salazar-Torres, J; Vera, M; Gelvez-Almeida, EThe study presents an analysis of Polya's problem-solving strategy used in the training processes of quantitative reasoning competence in students of the Universidad Simón Bolívar, San José de Cúcuta, Colombia. The research was based on a descriptive design and had an intentional sample of 58 students who were studying the sciences and general competencies elective. For the collection of information, a diagnostic test (pre-test) and a final test (post-test) were applied, in order to check the incidence of the applied strategy. The results showed a significant improvement in the final results obtained by the students in each of the processes formed: interpretation, representation and modeling, and argumentation.