2024-03-28T11:53:19Z
https://hipatiapress.com/hpjournals/index.php/redimat/oai
oai:oai.hipatiapress.com:article/128
2023-09-26T11:39:37Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/128
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Vol. 1 No. 2 (2012): June ; 105-135
“Nobody Can Sit There”: Two Perspectives on how Mathematics Problems in Context Mediate Group Problem Solving Discussions
Zahner, William C.; Boston University
2012-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/128
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This study examines how a group ofbilingualninth grade algebra students discussed two word problems stated in terms of "real life" contexts. Using a lens of mediated action (Wertsch, 1998), the analysis reveals two distinct ways that the problem contexts influenced the group's mathematical reasoning. In one problem, the problem context afforded particular ways of interpreting the given inscriptions, which had benefits as well as costs. In the other problem, the unfamiliar story and terminology appeared the hinder the group's mathematical reasoning. These two forms of context mediation are discussed in light of current research on the use of real life problems in mathematics education.Keywords: mathematical discussions, mediation, word problems, algebra, group discussions
oai:oai.hipatiapress.com:article/187
2023-09-26T11:39:57Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/187
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Vol. 1 No. 1 (2012): February; 5-28
Mathematicians, Mathematics Educators and the State of the World
D'Ambrosio, Ubiratán; Pontificia Universidade Catolica de Sao Paulo
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/187
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This paper is, essentially, the transcription of my conference at the conference CIEAEM 63, promoted by the CIEAEM/Commission for the Study and Improvement of Mathematics Teaching, held in Barcelona, Spain, from 24 to 29 July 2011. The main objective of the CIEAEM, since its foundation, in the fifties, has been to analyze the actual conditions and the possibilities for the development of mathematics education in order to improve the quality of teaching mathematics. The annual conferences are the essential means for realizing this goal. The main theme of the annual conference of 2011 was “Facilitating access and participation: Mathematical practices inside and outside the classroom”. I understand access and participation as Social Justice.
oai:oai.hipatiapress.com:article/188
2023-09-26T11:39:57Z
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Vol. 1 No. 1 (2012): February; 1-4
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/188
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oai:oai.hipatiapress.com:article/189
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Vol. 1 No. 1 (2012): February; 93-97
Historia de las matemáticas en la Península Ibérica. Desde la prehistoria al siglo XV
Rue, Lourdes; Universitat de Barcelona
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/189
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oai:oai.hipatiapress.com:article/190
2023-09-26T11:39:57Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/190
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Vol. 1 No. 1 (2012): February; 57-78
Estudio de las Actitudes Hacia una Postura Sociocultural y Política de la Educación Matemática en Maestros en Formación Inicial
Blanco Alvarez, Hilbert; Docente de la Universidad de Nariño
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/190
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This article presents a study on attitudes towards social, cultural and political posture of mathematics education of 154 students in second year of primary education degree at the Universidad Autónoma de Barcelona. The research was conducted in two phases: the first established common features of a sociocultural and political posture in Mathematics Education starting from comparative analysis of four theories of mathematics education, and a second phase were found consonances and dissonances between attitudes of students and this posture through a closed questionnaire type Likert with two open questions. Finally, it concluded that the attitude towards sociocultural and political posture of mathematics education of participating students is moderately positive.
oai:oai.hipatiapress.com:article/191
2023-09-26T11:39:57Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/191
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Vol. 1 No. 1 (2012): February; 29-56
Embracing Nepantla: Rethinking "Knowledge" and its Use in Mathematics Teaching
Gutierrez, Rochelle; University of Illinois at Urbana - Champaign
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/191
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Although educational researchers are moving beyond purely psychological and cognitive models of learning to consider the ways in which mathematics teaching might reach a more diverse student population, this work remains in its infancy, and the concept of “knowledge” is rarely questioned. This paper begins with the idea that mathematics education has much to gain from perspectives in Latin@ studies. I draw on the work of Gloria Anzaldúa, specifically her concepts of “conocimiento” and “Nepantla” to bring a more holistic/connected perspective to the “knowledge” teachers may need for teaching and highlight how it might align with broader definitions of mathematics. I also offer examples from a partnership with a Chicago high school to show how pre-service teachers move through cycles of knowledge construction. Implications for teacher education, and teacher recruitment are discussed.
oai:oai.hipatiapress.com:article/193
2023-09-26T11:39:57Z
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Vol. 1 No. 1 (2012): February; 79-92
Mathematics Education and Ethnomathematics. A Connection in Need of Reinforcement.
Palhares, Pedro; University of Minho
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/193
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In this article we analyze Ethnomathematics research in Portugal in the recent past and the way it has been used in Education. We divide our reflection in three main parts. One is about people’s discourse and actions and how to use them to uncover mathematical thinking. The second is about artifacts and how to use them to uncover mathematical thinking. The third is about how to use ethnomathematics research to improve mathematics education. In each of these sections we reflect on some of what has been made and we propose paths we think are worth pursuing.
oai:oai.hipatiapress.com:article/194
2023-09-26T11:39:57Z
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Vol. 1 No. 1 (2012): February; 1-97
REDIMAT
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2012-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/194
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oai:oai.hipatiapress.com:article/211
2023-09-26T11:39:37Z
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Vol. 1 No. 2 (2012): June ; 159-193
The Use of Concrete Artifacts in Analytic Geometry: the Ellipse Experience
Cortes Zavala, José Carlos; Universidad Michoacana
Soto Rodríguez, Héctor Arturo; Universidad Michoacana
2012-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/211
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The purpose of this article is to provide the results of a research on the use ofspecific artefacts (two different ellipsographs) for the learning of Mathematics,specifically in Analytic Geometry on the topic of Ellipse. It was implementedone activity for each one of the artefact, by means of the use of working sheetsthat guided the students for tem to build the formal concept of Ellipse, answeringto the corresponding questions in each activity as well as manipulating theellipsograph. All with the aim to facilitate to the students the understanding andlearning of the mathematic concepts. Keywords: analytic geometry, ellipsograph, collaborative learning
oai:oai.hipatiapress.com:article/229
2023-09-26T11:38:59Z
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Vol. 1 No. 3 (2012): October; 301-336
Analyzing students’ difficulties in understanding real numbers
Voskoglou, Michael; Professor of Mathematical Sciences
Graduate Technological Educational Institute (T.E.I.)
School of Technological Applications
26334 Patras- Greece
Kosyvas, Georgios D.; Varvakio Pilot Lyceum - Palaio Psychico, 15452 Athens, Greece
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/229
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This article reports on a study of high-school and of technologist students (prospective engineers and economists) understanding of real numbers. Our study was based on written response to a properly designed questionnaire and on interviews taken from students. The quantitative results of our experiment showed an almost complete failure of the technologist students to deal with processes connected to geometric constructions of incommensurable magnitudes. However, this didn’t prevent them in answering satisfactorily the other questions. The superiority of their correct answers with respect to those of high-school students, although the majority of them correspond to mediocre graduates of the secondary education, was evident in most cases. This is a strong indication that the age and the width of mathematical knowledge of the individual play an important role for the better understanding of the real numbers. The results of our experiment suggest also that the ability to transfer in comfort among several representations of real numbers helps students in obtaining a better understanding of them. A theoretical explanation about this is obtained through the adoption of the conceptual framework of dimensions of knowledge, introduced by Tirosh et al. (1998) for studying the comprehension of rational numbers. Following in part the idea of generic decomposition of the APOS analysis (Weller et al. 2009) we suggest a possible order for development of understanding the real numbers by students when teaching them at school. Some questions open to further research are also mentioned at the end of the paper. Keywords: Real, rational, irrational, algebraic and transcendental numbers, fractions, decimals, representations of real numbers.
oai:oai.hipatiapress.com:article/235
2023-09-26T11:39:37Z
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Vol. 1 No. 2 (2012): June ; 136-158
Mathematics Teacher Continuing Education: Fostering the Constitution of a Learning Network
Lobo da Costa, Nielce Meneguelo; UNIBAN BRASIL
Brisola Brito Prado, Maria Elisabette; UNIBAN BRASIL
2012-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/235
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This qualitative study analyzes log entries from a group of elementary school teachers aiming to understand how a collaborative learning network is set up during the continued development actions. The interpretive analysis revealed the following categories: Shared reflection, Learning, Trust, Reflection on practice, Experience Exchanging, Shared Goals and Commitment to the other, which show the features of collaborative work. Categories were analyzed using CHIC software which allowed for the relational analysis among them showing that development under this perspective can favor the practitioner’s professional development by offering him opportunities to experience his role as a learner and a teacher simultaneously. Keywords: Professional development, Collaborative work, Learning networks
oai:oai.hipatiapress.com:article/249
2023-09-26T11:38:08Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/249
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Vol. 2 No. 3 (2013): October; 316-342
Reconceptualizing Research on Workplace mathematics: Negotiations Grounded in Personal Practical Experiences
Naresh, Nirmala; Miami University
Chahine, Iman; Georgia State University
2013-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/249
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In this paper, we view and describe our transitions through three phases of a reflective cycle as a journey from the past to the future. In the descriptive phase, we delve into our past research experiences and address questions such as: What is the role of mathematics at work? What counts as mathematics in the workplace? Whose perceptions matter - the insiders' (workers') or the outsiders' (researchers')? In doing so, we uncovered additional venues for exploration that called for a new mode of analysis. We transition into a theory-building phase where we share our learning experiences that occurred in-the-moment. We then shift to an action oriented (reflexive) phase during which we construe personal practical theories that enable us to negotiate broader understandings of the role of mathematics at work and identify areas for future inquiry. We document our lived experiences as informed and inspired by our work with two groups of workers - bus conductors and street vendors.
oai:oai.hipatiapress.com:article/254
2023-09-26T11:39:37Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/254
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Vol. 1 No. 2 (2012): June ; 194-213
How Do Elementary Preservice Teachers Form Beliefs and Attitudes Toward Geometry Learning? Implications for Teacher Preparation Programs
Yang, Kai-Ju; Indiana University Bloomington
2012-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/254
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In my personal interactions with elementary preservice teachers (EPSTs) at a large Midwestern university in United States, many EPSTs held negative beliefs and attitudes about geometry learning. Although finding ways to help EPSTs change their negative beliefs and attitudes is an important issue, it can be best addressed by first investigating how they are formed. This study sought to document how EPSTs’ beliefs about and attitudes toward geometry were formed prior to and during a mathematics and pedagogy course at a large Midwestern university in United States. McLeod’s (1989) theoretical framework of influencing one’s beliefs and attitudes toward specific action events, and objects --- Representation, Discrepancy, and Metacognition --- was used to analyze data from two interviews with each of four EPSTs. The results of the analysis confirmed McLeod’s framework but also identified a fourth factor, understanding, as playing an important role in affecting EPST’s beliefs about and attitudes toward geometry. If in fact we can understand how EPSTs beliefs about and attitudes toward learning geometry are formed, we will be able to find out ways to help EPSTs change negative orientations, which can have positive implications for designing mathematics and pedagogy courses for EPSTs that will better prepare them to be effective mathematics teachers.Keywords: Beliefs, Attitudes, Geometry, Elementary Preservice Teachers.
oai:oai.hipatiapress.com:article/299
2023-09-26T11:39:37Z
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Vol. 1 No. 2 (2012): June ; 98-104
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2012-06-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/299
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oai:oai.hipatiapress.com:article/300
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Vol. 1 No. 2 (2012): June ; 214-218
Recensión
Cabré, Joan; Universitat Rovira i Virgili
2012-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/300
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oai:oai.hipatiapress.com:article/302
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Vol. 1 No. 2 (2012): June ; 98-218
Revista completa
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2012-06-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/302
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oai:oai.hipatiapress.com:article/328
2023-09-26T11:38:08Z
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Vol. 2 No. 3 (2013): October; 293-315
Working with Families in Bilingual Mathematics: Supporting a Leadership Space for Latina Mothers
Lopez Leiva, Carlos; University of New Mexico
Torres, Zayoni; The University of Illinois at Chicago
2013-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/328
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This paper analyzes the work developed with a group of Latina mothers in a mathematics afterschool program for a period of 3 ½ years. The analysis of the productive patterns of interaction of this group of mothers with a group of bilingual participants shows that the program’s participation and activity structure closely determines the quality of the mothers’ participation. We present a sequence of attempts developed to alter this structure in order to successfully capitalize on mothers’ leadership roles and knowledge during intergenerational and bilingual mathematical activity. We further discuss key social processes—acknowledging mothers as facilitators, focusing on communication rather than on a specific language, and supporting mathematics performance through social interactions—that opened up a space for Latina mothers’ leadership and dynamic participation during bilingual mathematical activity.
oai:oai.hipatiapress.com:article/379
2023-09-26T11:38:59Z
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Vol. 1 No. 3 (2012): October; 222-245
Understanding of Randomness by Prospective Primary School Teachers
Batanero, Carmen; Universidad de Granada
Gómez, Emilse; Universidad Nacional de Colombia
Serrano, Luis; Universidad de Granada
Contreras, José Miguel; Universidad de Granada
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/379
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Current curricular guidelines for probability at Primary school level imply the need for a specific training of prospective teachers, which should be based on the previous assessment of their training needs. In order to contribute to this need, in this paper we present the analysis of responses by 157 Spanish prospective teachers to an open question, taken from previous research on subjective perception of randomness. The results show a mixture of correct and wrong conceptions, some of which parallel some historical conceptions of randomness. Teachers’ educators could start from these intuitions to help prospective teachers advance to a broader meaning of the concept, adequate for their future teaching responsibility.
oai:oai.hipatiapress.com:article/390
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Vol. 1 No. 3 (2012): October; 278-300
Understanding the practices of mathematics teacher educators who focus on issues of equity
McLeman, Laura; University of MIchigan-Flint
Department of Mathematics
Vomvoridi-Ivanovic, Eugenia; College of Education
Dept of Secondary Education
University of South Florida
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/390
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Most mathematics teacher educators (MTEs) would agree that teachers must be prepared to provide equitable mathematics instruction to all their students. However, to date, there is not a wide database regarding the practice of MTEs who play an integral role in this preparation. In this paper we argue that additional information is needed about the approaches in which MTEs have addressed or incorporated equity as a core part of the preparation of teachers. We further argue for the importance of developing a research agenda that examines the practices of MTEs who teach through a lens of equity, the goal of which would be to build models of professional development that prepare and support other MTEs to develop this specialized knowledge.Keywords: mathematics teacher educators, practice, equity, research
oai:oai.hipatiapress.com:article/414
2023-09-26T11:38:43Z
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Vol. 2 No. 1 (2013): February; 77-99
From human activity to conceptual understanding of a mathematical concept
Jojo, Zingiswa Mybert Monica; Mangosuthu University of Technology
Maharaj, Aneshkumar; University of KwaZulu Natal
Brijlall, Deonarain; University of KwaZulu Natal
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/414
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Abstract:This article reports on a study which investigated first year university engineering students’ construction of the definition of the concept of the chain rule in differential calculus at a University of Technology in South Africa. An APOS (Action-Process-Objects-Schema) approach was used to explore conceptual understanding displayed by students in learning the chain rule in calculus. Structured worksheets based on instruction designed to induce construction of conceptual understanding of the chain rule were used. A number of students used the straight form technique in differentiating complicated tasks while very few used either the link and Leibniz form techniques. In this manner differentiation of each function within the composite function was accomplished. Students either operated in the Inter- or Trans stages of the Triad. It was found that even students who had inadequate understanding of composition of functions, performed well in the application of the chain rule.Keywords: Calculus, chain rule, APOS, Genetic decomposition
oai:oai.hipatiapress.com:article/459
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Vol. 1 No. 3 (2012): October; 246-277
'Being Good' at Maths: Fabricating Gender Subjectivity
Chronaki, Anna; University of Thessaly
Pechtelidis, Yannis; University of Thessaly
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/459
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Current research in mathematics education places emphasis on the analysis of men and women’s accounts about their life trajectories and choices for studying, working and developing a career that involves the learning and teaching of mathematics. Within this realm, the present study aims to highlight how mathematics, gender and subjectivity become interwoven by focusing the analysis on a single case study, that of Irene -a teacher in her early 40s. Based on how she articulates hegemonic discourses and narrates her relation to mathematics from the time she was a schoolgirl up till her recent work as teacher and her endeavours as participant in a professional development teacher training course, we argue how ‘mathematics’ becomes a mythical object for her subjectification. Irene as a female subject appropriates through her narrative the socially, culturally and historically constructed ideals about maths and gender and essentialises mathematical ability. Our study reveals how dominant discourses concerning ‘mathematics’ and ‘gender’ relate closely to subjectivity fabrication.
oai:oai.hipatiapress.com:article/462
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Vol. 1 No. 3 (2012): October; 219-221
Editorial
"Editorial"
Molina Roldán, Silvia; Universitat Rovira i Virgili
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/462
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oai:oai.hipatiapress.com:article/463
2023-09-26T11:38:59Z
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Vol. 1 No. 3 (2012): October; 337-339
Opening the Cage. Critique and Politics of Mathematics Education.
Vanegas Muñoz, Yuly; Universitat de Barcelona
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/463
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oai:oai.hipatiapress.com:article/465
2023-09-26T11:38:59Z
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Vol. 1 No. 3 (2012): October; 219-339
Revista completa - Full version
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2012-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/465
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oai:oai.hipatiapress.com:article/467
2023-09-26T11:38:08Z
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Vol. 2 No. 3 (2013): October; 343-357
Agents of Change in Promoting Reflective Abstraction: A Quasi-Experimental, Study on Limits in College Calculus
Cappetta, Robert W.; College of DuPage
Zollman, Alan; Northern Illinois University
2013-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/467
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We measured student performance on the concept of limit by promoting reflection through four agents of change: instructor, peer, curriculum and individual. It is based on Piaget’s four constructs of reflective abstraction: interiorization, coordination, encapsulation, and generalization, and includes the notion of reversal, as refined into a construct by Dubinsky. Our quasi-experimental study examined the performance of two sections of first-semester calculus students at a midwestern community college. Scores by students in the experimental section were significantly higher than scores by students in the control traditional section on a posttest of limits. A deeper examination of a three-tiered subgroup showed the reflective abstraction section had moderate effect size on mathematical knowledge and strategic knowledge and a large effect size on explanation.
oai:oai.hipatiapress.com:article/487
2023-09-26T11:38:26Z
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Vol. 2 No. 2 (2013): June ; 242-267
Elementary Student' Spontaneous Metacognitive Functions in Different Types of Mathematical Problems
Mokos, Evagelos; UNIVERSITY OF THE AEGEAN, GREECE
Kafoussi, Sonia; UNIVERSITY OF THE AEGEAN.GREECE
2013-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/487
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Metacognition is the mind's ability to monitor and control itself or, in other words, the ability to know about our knowing (Dunlosky & Bjork, 2008). In mathematics education, the importance of the investigation of students' metacognition during their mathematical activity is focused on the aerea of mathematical problem solving. This study investigates the spontaneous emergence of the metacognitive functions of control and monitoring during the solving of different types of mathematical problems with fifth grade students. We used the "think aloud"method on a group of ten year old students and the resulys showed that metacognitive strategies were used by the students so as the the metacognitive functions of control and monitoring to be achieved.
oai:oai.hipatiapress.com:article/494
2023-09-26T11:38:43Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/494
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Vol. 2 No. 1 (2013): February; 100-153
Early childhood mathematics education: research, curriculum and educational practice
Alsina, Angel; Universidad de Girona
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/494
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This article reviews data obtained through research into early childhood mathematics education in Spain. It analyses the current curricular directions in mathematics education with early learners. It also provides an overview of mathematical practices in early childhood education classrooms to analyse the commonalities and differences between research, curriculum and educational practice. A review of the research presented at SEIEM symposia from 1997 until 2012 demonstrates: a) very little research has been done, a trend that is repeated in other areas, such as the JCR-Social Sciences Edition or the PME; b) the first steps have been taken to create a more and more cohesive body of research, although until now there has not been enough data to outline the curricular directions; and c) some discrepancies still exist between the mathematical practices in early childhood education classrooms and the official guidelines.
oai:oai.hipatiapress.com:article/525
2023-09-26T11:38:43Z
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Vol. 2 No. 1 (2013): February; 45-76
Agency as Inference: Toward a Critical Theory of Knowledge Objectification
Gutiérrez, José Francisco; University of California at Berkeley
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/525
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This article evaluates the plausibility of synthesizing theory of knowledge objectification (Radford, 2003) with equity research on mathematics education. I suggest the cognitive phenomenon of mathematical inference as a promising locus for investigating the types of agency that equity-driven scholars often care for. In particular, I conceptualize students’ appropriation of cultural artifacts (e.g., algebraic symbols and forms) as semiotic means of objectifying their pre-symbolic inferences as conditional on their agency to carefully and incrementally construct personal meaning for these artifacts. To empirically ground this emerging approach, this study focuses on algebraic generalization (as a type of mathematical inference) and applies Radford’s framework to video data of two iterations of an instructional intervention conducted in a high school program for academically at-risk youth. I analyze and compare students’ acts of appropriation/objectification during whole-class conversations centered on pattern-finding tasks, in relation to the instructional mode adopted for each of the iterations—“direct instruction” vs. “inquiry-based.” The analysis shows that the implementation involving inquiry-based instruction enabled more equitable access to opportunities for agency-as-mathematical inference, whereas the implementation involving direct-instruction was ostensibly more productive. Implications for future equity research involving cognition-and-instruction analyses are discussed.
oai:oai.hipatiapress.com:article/528
2023-09-26T11:38:26Z
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Vol. 2 No. 2 (2013): June ; 183-208
Un origen matemático vs. dos orígenes fenomenológicos: la significación del movimiento de objetos respecto del punto (0,0)
Miranda, Isaias; National Institute Politechich
Radford, Luis; Laurentian University
Guzmán, José; Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional
2013-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/528
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En este artículo se analiza la evolución de las formas de significar, en estudiantes de grado 10, el origen de coordenadas de una gráfica d vs. t que informa sobre el movimiento simultáneo de dos objetos. Esta evolución es analizada a través de la teoría de la objetivación, la cual describe el saber como una forma codificada de acción y reflexión, y el aprendizaje como una transformación del sujeto que resulta de la toma de conciencia de la lógica histórico-cultural que subyace al saber. Desde el punto de vista metodológico, el aprendizaje se investiga como serie de procesos de objetivación; es decir, procesos sociales de toma de conciencia crítica en los que intervienen diferentes medios semióticos puestos en juego por los estudiantes (lenguaje, gestos, símbolos, artefactos, etc.). Los resultados indican la densidad epistemológica del concepto de origen cartesiano, así como las dificultades que implica la toma de conciencia sobre la importancia del punto (0,0) en la descripción del movimiento. Dicha toma de conciencia se caracteriza por un constante refinamiento de dotación de significados durante la interacción sucedida entre los estudiantes, el profesor y el problema a resolver.
oai:oai.hipatiapress.com:article/535
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Vol. 2 No. 2 (2013): June ; 209-241
The Impact of Early Algebra: Results from a Longitudinal Intervention
Brizuela, Barbara M; Tufts University
Martinez, Mara V; University of Illinois-Chicago
Cayton-Hodges, Gabrielle A; Educational Testing Service
2013-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/535
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In this paper, we provide evidence of the impact of early algebra (EA) over time. We document this impact in the following ways: (a) by showing the performance over time of an experimental group of 15 children on an algebra assessment, from 3rd to 5th grade; and (b) by showing how the performance on an algebra assessment of children from an experimental group differs from the performance of a group of comparison students from their same elementary school who did not receive EA instruction from 3rd to 5th grade. We compared students’ scores through comparisons of means, correspondence factorial analyses, and hierarchical analyses. Our results highlight the positive impact of an early access to algebra, indicating that this early access is associated, when we compare 3rd graders to 5th graders, with increased scores on items that involve inequalities and graphs. When comparing experimental to comparison-group students we find increased scores on items that involve variables, functional relations, intra-mathematical contexts, tables, and algebraic expressions. The study adds to a body of literature that has been arguing for EA as well as a need to thread algebra throughout the mathematics curriculum, starting in the earliest grades.
oai:oai.hipatiapress.com:article/570
2023-09-26T11:38:43Z
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Vol. 2 No. 1 (2013): February; 7-44
Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning
Radford, Luis; Université Laurentienne
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/570
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In this article I sketch three key concepts of a cultural-historical theory of mathematics teaching and learning—the theory of objectification. The concepts are: knowledge, knowing and learning. The philosophical underpinning of the theory revolves around the work of Georg W. F. Hegel and its further development in the philosophical works of K. Marx and the dialectic tradition (including Vygotsky and Leont’ev). Knowledge, I argue, is movement. More specifically, knowledge is a historically and culturally codified fluid form of thinking and doing. Knowledge is pure possibility and can only acquire reality through activity—the activity that mediates knowledge and knowing. The inherent mediated nature of knowing requires learning, which I theorize as social, sensuous and material processes of objectification. The ideas are illustrated through a detailed classroom example with 9-10-year-old students.
oai:oai.hipatiapress.com:article/571
2023-09-26T11:38:43Z
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Vol. 2 No. 1 (2013): February; 1-157
Full journal
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/571
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oai:oai.hipatiapress.com:article/572
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Vol. 2 No. 1 (2013): February; 154-156
Towards Equity in Mathematics Education. Gender, Culture and Diversity
Rodríguez, Francesc; York University
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/572
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oai:oai.hipatiapress.com:article/573
2023-09-26T11:38:43Z
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Vol. 2 No. 1 (2013): February; 1-6
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/573
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oai:oai.hipatiapress.com:article/574
2023-09-26T11:38:43Z
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Vol. 2 No. 1 (2013): February; 157
List of reviewers 2012
Díez Palomar, Javier; Universitat de Barcelona
2013-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/574
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This is the list of reviewers for REDIMAT, during 2012.
oai:oai.hipatiapress.com:article/594
2023-09-26T11:37:53Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/594
2023-09-26T11:37:53Z
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Vol. 3 No. 1 (2014): February; 54-73
An APOS analysis of natural science students’ understanding of integration
Maharaj, Aneshkumar; University of KwaZulu-Natal
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/594
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This article reports on a study which used the APOS (action-process-object-schema) Theory framework and a classification of errors toinvestigate university students’ understanding of the integration concept and its applications. Research was done at the Westville Campus of the University of KwaZulu-Natal in South Africa. The relevant rules for finding antiderivatives, the link between derivatives and antiderivatives, interpreting a definite integral as area under the relevant curve and their context-based applications were taught to undergraduate science students. This paper reports on the analysis of two students’ responses to questions on integrals and their applications. The findings of this study suggest that those students had difficulty in applying the rules for integrals and their applications, and this was possibly the result of them not having appropriate mental structures at the process, object and schema levels.
oai:oai.hipatiapress.com:article/616
2023-09-26T11:38:08Z
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Vol. 2 No. 3 (2013): October; 274-292
Caminando “Sobre el Suelo Árido” en el Análisis del Discurso del Modelaje Matemático Escolar
Knijnik, Gelsa; Universidade do Vale do Rio dos Sinos
Quartieri, Marli Teresinha; UNIVATES
2013-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/616
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Este artículo examina enunciados relativos a la noción de interés que constituyen el discurso sobre el Modelaje Matemático Escolar (MME), específicamente en la Enseñanza Primaria y Enseñanza Secundaria en Brasil. El enfoque teórico se basa en las teorizaciones de M. Foucault. El material de investigación abarca el conjunto de disertaciones sobre el Modelaje Matemático Escolar realizadas de 1987 a 2009 en Brasil. El ejercicio analítico que se realizó sobre el material de investigación ha producido los siguientes resultados: a) el uso del MME requiere tomar el proceso pedagógico como punto de partida para despertar el interés del alumno; b) el uso del MME hace que el alumno se interese y, por consiguiente, corresponsabilice de su aprendizaje; c) el uso del MME suscita el interés del alumno por la matemática escolar. La discusión de esos enunciados ha posibilitado concluir que la libertad que se concede al alumno para elegir los temas de su interés puede entenderse como una forma que tiene el profesor de conducir la conducta del estudiante.
oai:oai.hipatiapress.com:article/631
2023-09-26T11:38:26Z
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Vol. 2 No. 2 (2013): June ; 161-182
Enseñar matemáticas en la sociedad de mañana: alegato a favor de un contraparadigma emergente
Chevallard, Yves; Aix-Marseille Université, France
2013-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/631
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El análisis histórico de la enseñanza de las matemáticas en secundaria muestra cómo se han ido sucediendo en el tiempo diferentes paradigmas escolares. En este trabajo se describe y se analiza un nuevo paradigma didáctico, todavía en su infancia, el paradigma del “cuestionamiento del mundo”, que se basa principalmente en cuatro conceptos interrelacionados, el de la indagación y el de ser “herbartiano”, “procognitivo”, y “exotérico”. La ambición del autor es mostrar, aunque sea de manera sucinta, cómo la actual crisis en la educación matemática se podría con suerte resolver según estas líneas, descartando el recurso a estrategias que solo buscan poner parches al viejo paradigma, todavía dominante, “de la visita de las obras”.
oai:oai.hipatiapress.com:article/637
2023-09-26T11:37:53Z
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Vol. 3 No. 1 (2014): February; 30-53
Algebra and Proof in High School: The Case of Algebraic Proof as Discovery
Martinez, Mara Vanina; University of Illinois - Chicago
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/637
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In the United States, students’ learning experiences around proof is generally concentrated in the domain of high school geometry with a focus on its verification function. Thus, providing students with a limited conception of what proof entails and the role that it plays in performing mathematics. Moreover, there is a lack of U.S.-based studies addressing how to integrate proof into other mathematical domains within the high school curriculum. In this paper, the author reports results from an interview at the end of a teaching experiment which was designed to integrate algebra and proof into the high school curriculum. Algebraic proof was envisioned as the vehicle that would provide high school students the opportunity to learn about proof in a context other than geometry. Results indicate that most students were able to produce an algebraic proof involving variables and a parameter and its multiples. In doing so, students experienced the discovery function of proof.
oai:oai.hipatiapress.com:article/640
2023-09-26T11:37:53Z
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Vol. 3 No. 1 (2014): February; 7-29
Horizon Content Knowledge: shaping MKT for a continuous mathematical education
Figueiras, Lourdes; Universitat Autònoma de Barcelona
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/640
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Mathematics learning is a continuous process in which students face some abrupt episodes involving many changes of different natures. This work is focused on one of those episodes, transition from primary to secondary school, and targets teachers and their mathematical knowledge. By characterising the mathematical knowledge that teachers of mathematics need to smooth transition processes, we aim to highlight teachers’ impact in the continuity of mathematics education. The concept of Mathematical Knowledge for Teaching (MKT) developed by Ball among others (Ball, Thames & Phelps, 2008) and, within this framework, the construct Horizon Content Knowledge (HCK) emerge as our theoretical response to the knowledge needed for teaching mathematics in a continuous way, particularly relevant during transition to secondary school. The enrichment of the idea of HCK and the characterisation of its expression in the teaching practice intends to develop a theoretical tool to approach transition from teachers’ mathematical knowledge perspective.
oai:oai.hipatiapress.com:article/690
2023-09-26T11:37:35Z
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Vol. 3 No. 2 (2014): June ; 151-168
Observatório da Educação: an investigation of Teacher Professional Development of Mathematics Teachers
Garcia Silva, Angélica da Fontoura; Universidade Bandeirante Anhanguera UNIBAN
Campos, Tania Maria Mendonça; Universidade Bandeirante Anhanguera UNIBAN
Pietropaolo, Ruy Cesar; Universidade Bandeirante Anhanguera UNIBAN
2014-06-20
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/690
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This paper aims to present the results of an investigation regarding the professional development of teachers who worked in the early years of basic education. The qualitative research involved teachers who participated in the Observatório da Educação project (MEC/CAPES). Because of the data amount, we choose to present the data analysis based on the work of only one teacher, who is considered as a legitimate representative of the whole group. All data were collected through direct observations, recordings, questionnaires, interviews and reflective relatorios on the implementation of the activities to their students. Data analysis was based on Ponte, Garcia, Shulman and Serrazina studies, researchers that study the development and professional knowledge or reflection. This study reveals that the experiences during the training process favored the redefinition process of mathematical content and teaching beyond reflection on practice.
oai:oai.hipatiapress.com:article/696
2023-09-26T11:37:53Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/696
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Vol. 3 No. 1 (2014): February; 74-102
A Case Study on Pre-Service Teacher Students’ Interaction with Graphical Artefacts
Olande, Oduor; Mittuniversitetet
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/696
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This study reports from a pre-service teacher’s online learning and assessment activity on determining variability of two graphical artefacts. Using a critical-analytical perspective to data, the present study indicate that the prospective teachers surveyed showed awareness of relevant subject specific operators and methods however, these seem not be well coordinated and were submerged in forms of expressions characterized by intuitive methods and everyday language. Significantly the prospective teachers seemed to substitute statistical and mathematical methods with explanatory metaphors which while providing room for deeper subject specific engagement were however, only used superficially. Their reliance on everyday forms of expression and visual perception is perceive as a factor that might have hampered their effective choice and application of relevant subject specific tools and forms of expression. This observation puts to task the role of informal methods in statistics education.
oai:oai.hipatiapress.com:article/710
2023-09-26T11:38:26Z
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Vol. 2 No. 2 (2013): June ; 158-160
Editorial
"Editorial"
Molina Roldán, Silvia; Universitat Rovira i Virgili
2013-06-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/710
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oai:oai.hipatiapress.com:article/711
2023-09-26T11:38:26Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/711
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Vol. 2 No. 2 (2013): June ; 268-270
Empowering Science & Mathematics Education in Urban Schools
Montanuy Fillat, Manel; Universitat de Barcelona
2013-06-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/711
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oai:oai.hipatiapress.com:article/712
2023-09-26T11:38:26Z
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Vol. 2 No. 2 (2013): June ; 158-270
Full journal
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2013-06-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/712
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oai:oai.hipatiapress.com:article/763
2023-09-26T11:37:35Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/763
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Vol. 3 No. 2 (2014): June ; 168-185
Students’ Equation Understanding and Solving in Iran
Barahmand, Ali; Department of Mathematics, Science and Research Branch, Islamic Azad University, Theran, Iran
Shahvarani, Ahmad; Department of Mathematics, Science and Research Branch, Islamic Azad University, Theran, Iran
2014-06-20
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/763
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The purpose of the present article is to investigate how 15 year old Iranian students interpret the concept of equation, its solution, and studying the relation between the students’ equation understanding and solving. Data from two equation-solving exercises are reported. Data analysis shows that there is a significant relationship between understanding and solving equation. The results indicate that students’ understanding of equation has, basically, been shaped by their experiences in arithmetic and students usually have not any perception of equations and real world problems. Moreover, the study shows that students rarely paid any attention to the equality sign and the use of operators in both sides of the equation.
oai:oai.hipatiapress.com:article/806
2023-09-26T11:37:18Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/806
2023-09-26T11:37:18Z
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Vol. 3 No. 3 (2014): October; 253-275
Trayectorias iniciales de formación de profesores. El caso de las transformaciones geométricas
Thaqi, Xhevdet; University Teacher of Mathematics
Gimenez, Joaquim; University Teacher at University of Barcelona
2014-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/806
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Se desarrolla un estudio empírico con los estudiantes para futuros profesores de primaria en dos contextos diferentes, en España y Kosovo.It is significant to note that, even though, the opportunity sample used in this study comprised students from diverse parts of the world, the notion of culture, as it is used in this paper, does not have direct implications to geographical locations from which the learners come. Se ha empleado una práctica didáctica sobre aprender a enseñar las transformaciones geométricas en educación primaria para Iemployed active interviewing to construct narratives with learners about their experience of learning in a British university.construir narrativas de los estudiantes sobre su experiencia de aprender a enseñar las transformaciones geométricas.The interviews were conducted with the assumption that all processes of knowing are socially constituted. Hence, the context, culture as well as the relationship between the researcher and respondents during the interview conversation was supposed to shape the meanings constructed.The study revealed that there are diverse cultural scripts for learning in different cultures. The notion of cultural scripts reflects the generalized action knowledge which informs how people make sense of situations and which also guides their action in particular contexts. El estudio reveló que existen diversas escrituras culturales para el aprender a enseñar las transformaciones geométricas en los dos grupos de participantes de la investigación.
oai:oai.hipatiapress.com:article/850
2023-09-26T11:37:35Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/850
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Vol. 3 No. 2 (2014): June ; 121-150
Predictors of Achievement When Virtual Manipulatives are Used for Mathematics Instruction
Moyer-Packenham, Patricia S.; Utah State University
Baker, Joseph; Stanford University
Westenskow, Arla; Utah State University
Anderson, Katie L.; Utah State University
Shumway, Jessica F.; Utah State University
Jordan, Kerry E.; Utah State University
2014-06-20
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/850
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The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study included the following quasi-experimental design features: 1) a large number of students (N=350); 2) within-class random-assignment to treatment groups; 3) retention effects measured by post-test and delayed post-test; 4) fidelity of instructional treatments documented through observations; and, 5) instrument development for the unit of study. This design was used to determine variables that predict student performance on tests of fraction knowledge for third- and fourth-grade students in two treatment groups: classroom instruction using texts and physical manipulatives (CI), and computer lab instruction using virtual fraction applets (VM). The Pre-test, Post-test 1, and Post-test 2 measured learning and retention of fraction concepts. Observation ethograms documented representation use. The results revealed that fewer demographic predictors of student performance (e.g., socio-economic status, English language learner status, and gender) exist during fraction instruction when virtual manipulatives were used. When instructors used virtual manipulatives, there was an equalizing effect on achievement in third and fourth grade classrooms, in that fewer demographic factors were influential for VM groups compared to CI groups.
oai:oai.hipatiapress.com:article/859
2023-09-26T11:37:18Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/859
2023-09-26T11:37:18Z
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Vol. 3 No. 3 (2014): October; 220-252
De la Aritmética al Álgebra: Números Triangulares, tecnología y ACODESA
Cortés, José Carlos; Universidad Michoacana, México
Hitt, Fernando; Université du Québec à Montreal
Saboya, Mireille; Université du Québec à Montreal
2014-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/859
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El propósito de este documento es el de abordar la articulación entre la aritmética y el álgebra. La literatura habla del pensamiento aritmético o algebraico, sin mencionar la importancia de un pensamiento aritmético- algebraico previo al algebraico. A través de actividades diseñadas para tal efecto, proponemos un acercamiento aritmético y visual, con la intención de promover procesos de visualización matemática, que a su vez, constituirán estructuras cognitivas sobre el control que ejercen los alumnos en la resolución de una tarea matemática. Nuestro diseño está ligado a un marco teórico sobre la acción, en un aprendizaje en colaboración (ACODESA) y uso de tecnología en el aula de Matemáticas. En este estudio, presentaremos nuestro proyecto de investigación entre Québec y México, pero nos restringiremos a los resultados obtenidos con la población mexicana en relación con los números poligonales en la escuela secundaria.
oai:oai.hipatiapress.com:article/872
2023-09-26T11:38:08Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/872
2023-09-26T11:38:08Z
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Vol. 2 No. 3 (2013): October; 271-273
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2013-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/872
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oai:oai.hipatiapress.com:article/874
2023-09-26T11:38:08Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/874
2023-09-26T11:38:08Z
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Vol. 2 No. 3 (2013): October; 358-359
Teaching with Tasks for Effective Mathematics Learning
Racionero Plaza, Sandra; Universitat de Barcelona
2013-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/874
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oai:oai.hipatiapress.com:article/876
2023-09-26T11:38:08Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/876
2023-09-26T11:38:08Z
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Vol. 2 No. 3 (2013): October
Full issue
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2013-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/876
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oai:oai.hipatiapress.com:article/921
2023-09-26T11:37:35Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/921
2023-09-26T11:37:35Z
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Vol. 3 No. 2 (2014): June ; 110-120
The Use of the History of Mathematics in the Teaching of Preservice Teachers
Galante, Dianna; Governors State University
2014-06-20
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/921
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Many scholars have written about using the history of mathematics in the teaching of preservice mathematics teachers. For this study, preservice mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the Mathematics History Journal was to help measure the mathematics content knowledge and pedagogical content knowledge of the preservice mathematics teachers for accreditation purposes. Results of the study indicated that by allowing preservice teachers to investigate and present topics in the history of mathematics, preservice teachers believed they strengthened their mathematics content knowledge and were introduced to a new avenue for teaching secondary students about mathematics.Keywords: History, Preservice Teachers, Secondary Mathematics, Teacher Knowledge
oai:oai.hipatiapress.com:article/958
2023-09-26T11:37:18Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/958
2023-09-26T11:37:18Z
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Vol. 3 No. 3 (2014): October; 192-219
Pre-service Teachers’ Common Content Knowledge Regarding the Arithmetic Mean
de Haro, Juan Jesús Ortiz; Universidad de Granada, Granada, spain
Moll, Vicenç Font; Universidad de Barcelona, Barcelona, Spain
2014-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/958
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The main goal of this study is to determine the common content knowledge of a group of pre-service primary teachers regarding the arithmetic mean. The cognitive configuration tool proposed by the Onto-semiotic Approach of Cognition and Mathematics Instruction shows that the arithmetic mean can have a variety of meanings, and the application of this tool here revealed significant difficulties related to the students’ understanding of this mathematical object and some of its properties. This article concludes with some educational implications for teacher training in the field of statistics.
oai:oai.hipatiapress.com:article/1010
2023-09-26T11:37:53Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1010
2023-09-26T11:37:53Z
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Vol. 3 No. 1 (2014): February; 4-6
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2014-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1010
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oai:oai.hipatiapress.com:article/1011
2023-09-26T11:37:53Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1011
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Vol. 3 No. 1 (2014): February; 103-104
Review
Garcia, Francisco Javier; Universitat de Barcelona
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1011
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oai:oai.hipatiapress.com:article/1012
2023-09-26T11:37:53Z
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Vol. 3 No. 1 (2014): February; 1-104
Full version
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1012
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oai:oai.hipatiapress.com:article/1013
2023-09-26T11:37:53Z
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Vol. 3 No. 1 (2014): February
List of reviewers
Díez Palomar, Javier; Universitat de Barcelona
2014-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1013
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On behalf of REDIMAT we deeply appreciate contributions provided by the reviewers to the quality of this journal, during 2013. The journal owes this debt with those who have been peer reviewers during this period.
oai:oai.hipatiapress.com:article/1110
2023-09-26T11:36:47Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1110
2023-09-26T11:36:47Z
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Vol. 4 No. 2 (2015): June ; 179-194
Students’ Recognition of Function Transformations’ Themes Associated with the Algebraic Representation
Daher, Wajeeh M.; Al-Qasemi Academic College of Education & An-Najah National University
Anabousi, Ahlam A.; Al-Qasemi Academic College of Education & Tel-Aviv University
2015-06-23
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1110
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The topic of function transformations is a difficult mathematical topic for school and college students. On the other hand, GeoGebra is a new technological tool for mathematics teaching and learning, so we wanted to experiment with this new tool in teaching non-basic function transformations to middle school students. Specifically, we wanted to examine how students conceive function transformations after working with GeoGebra, when this conceiving relates to the algebraic representation. The research participants were 19 ninth grade high achieving students who learned, with the help of GeoGebra translations, reflection and stretch. During their learning, the participants worked with transformations on the absolute function, the cubic function, and the quartic function. After they finished the transformation unit, the participants solved mathematics problems by means of function transformations. This research is interested in the participants’ solution of problems that included two non-basic functions: the absolute value of the quadratic function and the rationale function. The research findings show that the participants were generally able to solve successfully mathematical problems, by means of transformations on new and non-basic functions. Furthermore, the participants encountered difficulties in working with translations. These difficulties were due to the special algebraic form of the functions. We recommend that mathematics teachers expose middle school students to transformations on different types of non-basic function during learning this mathematical topic. Future researches could examine the impact of activities that include such functions and that are GeoGebra based on students’ conceptions and behavior when performing translations is involved.
oai:oai.hipatiapress.com:article/1140
2023-09-26T11:37:18Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1140
2023-09-26T11:37:18Z
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Vol. 3 No. 3 (2014): October; 276-293
Students' Misconceptions About Hypothesis Test
Krishnan, Saras; Universiti Malaya
Idris, Noraini; Universiti Malaya
2014-10-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1140
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Students’ misconceptions about hypothesis test have been discussed for decades by many researchers in the developed countries. However, documented studies in the non-developed countries are lacking. The purpose of this study is to fill the gap by identifying misconceptions about hypothesis test made by students in the higher education institutions in a developing country. Descriptive analysis namely percentages and pie charts have been used to analyze students’ responses to open-ended items. The misconceptions identified in this study are similar to those discussed in earlier literature implying that students in different educational settings are prone to similar misconceptions about hypothesis test.
oai:oai.hipatiapress.com:article/1141
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1141
2023-09-26T11:37:02Z
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Vol. 4 No. 1 (2015): February; 6-29
Inventing (in) early geometry, or How creativity inheres in the doing of mathematics
Maheux, Jean-Francois; UQAM
Roth, Wolf-Michael; University of Victoria
2015-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1141
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Inventing is fundamental to mathematical activity, should one be a professional mathematician or a primary school student. Research on mathematical creativity generally is organized along three axes according to its focus on the final product, the overall process, or the individual person. Through these conceptualizations, however, research rarely considers how mathematical actions themselves are fundamentally creative. In an action-oriented perspective, every single act is recognized as creative, whereas discovery and invention emerge as the result of the incoming of the unexpected qua unexpected—which can take place at any moment in the most mundane, everyday action. In this article, we conceptualize mathematical actions as inherently creative of the activity within which professional mathematicians and primary school students experience (some) mathematics for a first time. To make our case, we develop the microanalysis of an exemplary episode of third-grade geometry (age 8-9 years) in which two children and an adult work with a tangram set. Our analysis characterizes inventing (in) geometry as a serendipitous, open-ended experience of working with traces in the receiving and the offering of something novel. In concluding, we propose considering that inventing in early geometry is also inventing geometry itself: an inventing-in-the-act which also result in being invented as a (professional or school) geometer
oai:oai.hipatiapress.com:article/1152
2023-09-26T11:37:35Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1152
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Vol. 3 No. 2 (2014): June ; 106-109
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2014-06-20
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1152
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oai:oai.hipatiapress.com:article/1153
2023-09-26T11:37:35Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1153
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Vol. 3 No. 2 (2014): June ; 186-188
Teaching Fractions through Situations: A Fundamental Experiment
Margolinas, Claire; Laboratoire ACTé, Clermont-Universitité
2014-06-20
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1153
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oai:oai.hipatiapress.com:article/1161
2023-09-26T11:37:35Z
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Vol. 3 No. 2 (2014): June ; 106-188
Full issue
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2014-06-23
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1161
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oai:oai.hipatiapress.com:article/1193
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1193
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Vol. 4 No. 1 (2015): February; 80-98
Polynomial functions resulting from the multiplication of curves in the framework of the Research and Study Paths
Llanos, Viviana Carolina; Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT)
Facultad de Ciencias Exactas. Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA).
Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
Otero, Maria Rita; Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT)
Facultad de Ciencias Exactas. Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA).
Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
Colombo Rojas, Emmanuel; Núcleo de Investigación en Educación en Ciencia y Tecnología (NIECyT)
Facultad de Ciencias Exactas. Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA).
2015-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1193
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This paper presents the results of a research which proposes the introduction of the teaching by Research and Study Paths (RSPs) into Argentinean secondary schools within the frame of the Anthropologic Theory of Didactics (ATD). The paths begin with the study of Q0: How to operate with any curves knowing only its graphic representation and the unit of the axes?, which was implemented for two consecutive years by 14-17 year-old students. The results of part of the paths that allows the study of the polynomial functions in the frame of RPS are hereby described. These results justify the introduction of a new pedagogy into schools as proposed by Yves Chevallard in order to study Mathematics in conventional courses of Secondary Education schools in Argentina. The scopes relative to the attitudes of the students which are necessary to face a questions-based education are outlined in this work.
oai:oai.hipatiapress.com:article/1195
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1195
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Vol. 4 No. 1 (2015): February; 52-79
Examining the Impact of a Videocase-based Mathematics Methods Course on Secondary Preservice Teachers’ Skills at Analyzing Students’ Strategies
Martinez, Mara Vanina; University of Illinois - Chicago
Castro Superfine, Alison; University of Illinois-Chicago
Carlton, Theresa; University of Illinois-Chicago
Dasgupta, Chandan; University of Illinois-Chicago
2015-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1195
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This paper focuses on results from a study conducted with two cohorts of preservice teachers (PSTs) in a videocase-based mathematics methods course at a large midwestern university in the US. The motivation for this study was to look beyond whether or not PSTs pay attention to mathematical thinking of students, as shown by previous studies when engaging with video, and, in turn, characterize at a more specific level areas in which PSTs’ responses change. Our findings show that regarding PSTs anticipation of strategies, both cohorts showed a significant increase in the overall number of strategies PSTs were able to anticipate, and a significant increase in the mathematical depth of the anticipated strategies. However, there was no change in terms of PSTs identification and description of high school students’ strategies as displayed in video given that both cohorts of PSTs performed equally proficient at both pre- and post- tests.
oai:oai.hipatiapress.com:article/1295
2023-09-26T11:37:18Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1295
2023-09-26T11:37:18Z
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Vol. 3 No. 3 (2014): October; 189-191
Editorial
"Editorial"
Molina Roldán, Silvia; Universitat de Barcelona
2014-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1295
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oai:oai.hipatiapress.com:article/1296
2023-09-26T11:37:18Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1296
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Vol. 3 No. 3 (2014): October; 294-296
Beyond Banneker. Black Mathematicians and the Paths to Excellence.
Tellado Ruiz de Gauna, Itxaso; Universitat de Barcelona
2014-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1296
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oai:oai.hipatiapress.com:article/1297
2023-09-26T11:37:18Z
redimat:RC
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1297
2023-09-26T11:37:18Z
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Vol. 3 No. 3 (2014): October; 189-296
Full issue
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2014-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1297
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oai:oai.hipatiapress.com:article/1332
2023-09-26T11:36:31Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1332
2023-09-26T11:36:31Z
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Vol. 4 No. 3 (2015): October; 259-270
Fostering Students’ Statistical Literacy Through Significant Learning Experience
Krishnan, Saras; INTI International University
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1332
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A major objective of statistics education is to develop students’ statistical literacy that enables them to be educated users of data in context. Teaching statistics in today’s educational settings is not an easy feat because teachers have a huge task in keeping up with the demands of the new generation of learners. The present day students have higher expectations in terms of classroom pedagogy particularly in the use of creative and engaging methods to create a significant learning experience for them. This paper discusses how students’ statistical literacy can be fostered by creating a more integrated statistics course using the Fink’s Taxonomy of Significant Learning.
oai:oai.hipatiapress.com:article/1355
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1355
2023-09-26T11:37:02Z
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Vol. 4 No. 1 (2015): February; 30-51
Mathematizing Perceptions: Preservice Teachers’ Use of Mathematics to Investigate Their Relationship with the Community
Simic-Muller, Ksenija; Professor
2015-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1355
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Preservice teachers often hold deficit views about the students they will teach and their communities. These limiting beliefs can result in lower expectations of and poor outcomes for the students, and need to be addressed in all areas of teacher education, including mathematics courses. In particular, mathematics content courses for preservice teachers offer numerous opportunities for investigating social justice issues and challenging preservice teachers’ beliefs. The assignment described in this manuscript provides an example of the work that can take place in mathematics content courses for preservice K-8 teachers. As part of the assignment, preservice teachers used mathematics to investigate negative perceptions that their campus community has of the surrounding neighborhood. They wrote reflections and created mathematical arguments about household income, poverty rates, educational attainment, crime, and diversity in the neighborhood. Through working on the assignment many preservice teachers began to question their stereotypes about the community. Because of the preservice teacher interest in the topic, and because some problematic beliefs were displayed in the reflections, there is a need for similar assignments in this and other courses, in order to help preservice teachers see the strengths of diverse communities, instead of just their shortcomings.
oai:oai.hipatiapress.com:article/1386
2023-09-26T11:36:47Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1386
2023-09-26T11:36:47Z
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Vol. 4 No. 2 (2015): June ; 106-131
El problema didáctico del álgebra elemental: Un análisis macro-ecológico desde la teoría antropológica de lo didáctico
Munzón, Noemí Ruiz; Universitat Pompeu Fabra-Tecnocampus
Bosch, Marianna; Universitat Ramon Llull
Gascón, Josep; Universitat Autònoma de Barcelona
2015-06-23
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1386
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We present a global, synthetic and updated vision of the contributions made by the anthropological theory of the didactic to the problem of teaching elementary algebra. We start by summarising the first results obtained by Yves Chevallard in the 80s that have marked the trend of research on elementary algebra in the anthropological approach. A reference epistemological model of elementary algebra is then proposed. This model provides a new interpretation of the role of elementary algebra in current school mathematics and guides the study of its ecology, that is, the constraints which partially explain the current situation and the conditions that could modify it in a given direction.
oai:oai.hipatiapress.com:article/1398
2023-09-26T11:36:47Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1398
2023-09-26T11:36:47Z
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Vol. 4 No. 2 (2015): June ; 161-178
Creencias de profesores y estudiantes de profesor de educación primaria y secundaria sobre los problemas de matemáticas
Giné de Lera, Celia; Universitat Autònoma de Barcelona
Deulofeu Piquet, Jordi; Universitat Autòmoma de Barcelona
2015-06-23
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1398
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Las creencias que tienen los alumnos de las matemáticas como disciplina, su finalidad en la enseñanza, el significado y sentido de los problemas, etc., dependen en gran medida de las propias creencias de los profesores, que son transmitidas, consciente o inconscientemente, a los alumnos mediante todo aquello que dicen y hacen en el aula. Por otro lado, la resolución de problemas constituye uno de los ejes principales en la enseñanza de las matemáticas, y es una de las herramientas que ayudan a dar sentido a esta ciencia. En este artículo nos proponemos caracterizar y comparar las creencias de los profesores y estudiantes de profesor de matemáticas de primaria y de secundaria sobre el objeto problema de matemáticas.La investigación utiliza una metodología esencialmente cualitativa, mediante la cual se analizan definiciones de problema de matemáticas y ejemplos de problema y de ejercicio obtenidas mediante un cuestionario pasado a cada una de las cuatro muestras del estudio. El análisis realizado nos ha permitido caracterizar las creencias de cada muestra y constatar que hay diferencias relevantes entre ellas.
oai:oai.hipatiapress.com:article/1422
2023-09-26T11:36:47Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1422
2023-09-26T11:36:47Z
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Vol. 4 No. 2 (2015): June ; 132-160
Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers
Conrady, Kansas; University of Oklahoma
2015-06-23
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1422
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Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This preservice geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers.
oai:oai.hipatiapress.com:article/1442
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1442
2023-09-26T11:37:02Z
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Vol. 4 No. 1 (2015): February; 3-5
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2015-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1442
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oai:oai.hipatiapress.com:article/1443
2023-09-26T11:37:02Z
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2023-09-26T11:37:02Z
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Vol. 4 No. 1 (2015): February; 102
List of Reviewers
Díez Palomar, Javier; Universitat de Barcelona
2015-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1443
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On behalf of REDIMAT we deeply appreciate contributions provided by the reviewers to the quality of this journal, during 2014. The journal owes this debt with those who have been peer reviewers during this period. Yours sincerely,Javier Díez-PalomarSilvia MolinaBerta BarqueroEditors
oai:oai.hipatiapress.com:article/1444
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1444
2023-09-26T11:37:02Z
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Vol. 4 No. 1 (2015): February; 99-101
The Mathematics Teacher in the Digital Era. An International Perspective on Technology Focused Professional Development
Kynigos, Chronis; National and Kapodistrian University of Athens
2015-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1444
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oai:oai.hipatiapress.com:article/1445
2023-09-26T11:37:02Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1445
2023-09-26T11:37:02Z
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Vol. 4 No. 1 (2015): February; 1-102
Full issue
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2015-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1445
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oai:oai.hipatiapress.com:article/1469
2023-09-26T11:36:19Z
redimat:ART
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1469
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 56-73
How can I help my students with learning disabilities in Mathematics?
Jiménez-Fernández, Gracia; University of Granada
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1469
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Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children overcome their difficulties. Consequently, educators, practitioners and teachers are in need ofsome guidelines which help them choose teaching methods that are adapted for children with LDM. This paper proposes an interventional framework for improving skills in children who show problems in learning basic mathematics. Concretely, it suggests some guidelines which are focused on number sense and problem solving, two of the most important mathematical areas.
oai:oai.hipatiapress.com:article/1517
2023-09-26T11:36:31Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1517
2023-09-26T11:36:31Z
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Vol. 4 No. 3 (2015): October; 234-259
School Socio-Cultural Identity and Perceived Parental Involvement About Mathematics Learning in Greece
Moutsios-Rentzos, Andreas; University of the Aegean
Chaviaris, Petros
Kafoussi, Sonia; University of the Aegean
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1517
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In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.
oai:oai.hipatiapress.com:article/1519
2023-09-26T11:36:31Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1519
2023-09-26T11:36:31Z
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Vol. 4 No. 3 (2015): October; 271-287
The Effect of using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in secondary schools of Bangladesh
Salam, Abdus; Institute of Education and Research, University of Dhaka,
Hossain, Anwar; University of Chittagong
Rahman, Shahidur; Interactive Computer Learning Club, University of Dhaka
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1519
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Abstract Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and posttest, an inventory of attitudes towards mathematics were applied for the pretest and posttest on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.
oai:oai.hipatiapress.com:article/1568
2023-09-26T11:36:31Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1568
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Vol. 4 No. 3 (2015): October; 202-233
Análisis de la complejidad cognitiva en la lectura y escritura de expresiones simbólicas matemáticas
Distéfano, Maria Laura; Facultad de Ingeniería, Universidad Nacional de Mar del Plata, Juan B. Justo 4302, Mar del Plata, Argentina
Pochulu, Marcel David; Instituto Académico Pedagógico de Ciencias Básicas y Aplicadas, Universidad Nacional de Villa María, Arturo Jauretche 1555, Villa María, Argentina
Font, Vicenç; Universitat de Barcelona, Facultat d’Educació, Departament de Didà ctica de les Ciències Experimentals i la Matemà tica, Passeig de la Vall d'Hebrón, 171, 08035 Barcelona
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1568
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Este artículo está centrado en un análisis de las actividades cognitivas involucradas en la lectura y escritura de expresiones simbólicas, como parte del proceso de significación de símbolos matemáticos. Particularmente, se ha puesto el foco en algunos símbolos que son de uso exclusivo en el ámbito matemático y a cuyo uso se enfrentan los estudiantes que ingresan a carreras universitarias que contienen Matemática en su plan de estudios. Para caracterizar la actividad matemática realizada al usar estos símbolos se diseñó un instrumento ad hoc. Se presenta un análisis sobre distintos ítems del instrumento que da cuenta de la complejidad cognitiva que poseen las tareas de lectura y escritura de expresiones simbólicas que involucran los símbolos en estudio. Para el análisis de las respuestas se utilizaron herramientas proporcionadas por el Enfoque Ontosemiótico (EOS). En particular se utilizaron las funciones semióticas y las configuraciones de objetos primarios. La combinación de estas herramientas pone de manifiesto la multiplicidad de procesos involucrados en las tareas de lectura y escritura de expresiones simbólicas, como así también la trama de vinculaciones necesarias para otorgar significado, evidenciando la complejidad cognitiva que la manipulación de símbolos matemáticos posee.
oai:oai.hipatiapress.com:article/1592
2023-09-26T11:36:47Z
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Vol. 4 No. 2 (2015): June ; 103-105
Editorial
"Editorial"
Díez Palomar, Javier; Universitat de Barcelona
2015-06-23
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1592
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oai:oai.hipatiapress.com:article/1595
2023-09-26T11:36:47Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1595
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Vol. 4 No. 2 (2015): June ; 195-197
Educational Paths to Mathematics. A C.I.E.A.E.M. Sourcebook
Cabré, Joan; Universitat de Barcelona
2015-06-23
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1595
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oai:oai.hipatiapress.com:article/1596
2023-09-26T11:36:47Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1596
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Vol. 4 No. 2 (2015): June ; 103-197
Full issue
"Revista Completa"
Díez Palomar, Javier; Universitat de Barcelona
2015-06-23
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1596
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oai:oai.hipatiapress.com:article/1753
2023-09-26T11:36:05Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1753
2023-09-26T11:36:05Z
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Vol. 5 No. 2 (2016): June ; 158-179
The direction and autonomy of interdisciplinary study and research paths in teacher education
Rasmussen, Klaus; University of Copenhagen & Metropolitan University College
2016-06-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1753
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This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through the investigation of a generating question concerning the illness diabetes. The resulting interdisciplinary knowledge as evidenced through students written diaries is analysed using the Anthropologic Theory of the Didactic and shows the challenge of combining two disciplines and their didactics at the same time. Two particular forms of didactic infrastructure to guide the self-sustained process of SRP are proposed and scrutinized: Selective picking and Side questions. Selective picking is shown to be a promising, yet indirect, infrastructure to steer the SRP without taking away the desired autonomy of the students. Side questions, initially proposed by Ives Chevallard, are considered in light of the case, and a number of suggestions for their characteristics and use are put forward.
oai:oai.hipatiapress.com:article/1785
2023-09-26T11:36:31Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1785
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Vol. 4 No. 3 (2015): October; 198-201
Editorial
"Editorial"
Diez Palomar, Javier; Universitat de Barcelona
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1785
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oai:oai.hipatiapress.com:article/1786
2023-09-26T11:36:31Z
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1786
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Vol. 4 No. 3 (2015): October; 288-289
Enclyclopedia of Mathematics Education
Romo Vázquez, Avenilde; Universitat de Barcelona
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1786
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oai:oai.hipatiapress.com:article/1787
2023-09-26T11:36:31Z
redimat:RC
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https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1787
2023-09-26T11:36:31Z
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Vol. 4 No. 3 (2015): October; 198-289
Full issue
"Revista Completa"
Diez Palomar, Javier; Universitat de Barcelona
2015-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1787
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oai:oai.hipatiapress.com:article/1809
2023-09-26T11:36:19Z
redimat:ART
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v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1809
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 28-55
Creatividad matemática: Momentos de insight en estudiantes de 4º de ESO
Sánchez, Francisco; Universitat de Barcelona
Fiol, Maria Lluïsa; Universitat Autònoma de Barcelona
2016-02-24
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url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1809
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Las investigaciones en creatividad matemática son escasas en comparación con otros ámbitos de la educación matemática, debido a que en general se presentan los desarrollos y resultados formales pero se dice muy poco acerca de los procesos creativos matemáticos que los han generado.La resolución de problemas geométricos tradicionalmente llamados de Insight, constituye uno de los ejes principales que puede ayudar a los estudiantes a desarrollar y fomentar su potencial creativo en el aprendizaje de las matemáticas. En este artículo nos proponemos identificar, describir y caracterizar las evidencias que promueven momentos de Insight en un grupo de estudiantes de 4º de ESO. Utilizamos inicialmente una metodología cuantitativa y posteriormente una cualitativa. Esta metodología cualitativa utiliza el análisis de las resoluciones de 3 problemas geométricos potencialmente de Insight perceptivo, las contestaciones del cuestionario de respuestas y las explicaciones dadas en la entrevista semiestructurada. El análisis nos ha permitido identificar y caracterizar evidencias explicitadas y no explicitadas en la ocurrencia del Insight. Otorgamos un papel especialmente relevante por un lado, a la celeridad en que se produce la ocurrencia súbita del Insight y por otro a la componente emocionalmente positiva que determina la vivencia afectiva de su experiencia.
oai:oai.hipatiapress.com:article/1823
2023-09-26T11:36:19Z
redimat:ART
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v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1823
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 7-27
Contextualizing mathematics related affect: Significance of students’ individual and social level affect in Finland and Chile
Tuohilampi, Laura; University of Helsinki
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1823
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Mathematics related affect turn from positive to negative during comprehensive school years worldwide. There is a clear need to find solutions to the problem. However, some gaps and problems appear in the methodologies and the common approaches used in the field. This article discusses five studies addressing affective development, challenges some of the methods and approaches to measure the development and presents some possibilities to make a change in such a development. The frameworks of the studies, as well as their methods, data and results are briefly presented. Based on the studies, we confirmed several dilemmas concerning affect research and the significance of mathematics-related affect across two cultures. We identified the cultural meaning of different affective levels, and elaborated the social comparison the students live through their school years. As a conclusion, we formulated several suggestions to take into account in future studies. What counts especially is the need to be culturally sensitive in the affect domain.
oai:oai.hipatiapress.com:article/1854
2023-09-26T11:35:51Z
redimat:ART
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v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1854
2023-09-26T11:35:51Z
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Vol. 5 No. 3 (2016): October; 287-323
Estadios de Comprensión de la Noción Matemática de Límite Finito desde el Punto de Vista Histórico
Medrano, Iván; Universidad de Los Lagos
Pino-Fan, Luis Roberto; Universidad de Los Lagos
2016-10-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1854
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En este trabajo se presenta una investigación sobre la génesis y la evolución de la noción de límite finito. Para tal propósito realizamos un estudio de tipo histórico-documental, en el cual se consideraron elementos relacionados con la estructuración conceptual de dicha noción: los números reales, el infinito, la noción de aproximación, el continuo geométrico y el continuo numérico. Para este estudio se considera como punto de inicio el trabajo de los griegos, específicamente el desarrollo y uso del método de exhaución, continuando con la introducción de los indivisibles por Viéte y Cavallieri y la producción matemática generada en los inicios del cálculo diferencial por Newton y Leibnitz, finalizando con las etapas de formalización del límite y sus generalizaciones métricas y topológicas en el análisis estándar. Como resultado de nuestra investigación se distinguen siete estadios de comprensión del objeto matemático límite.
oai:oai.hipatiapress.com:article/1902
2023-09-26T11:36:05Z
redimat:ART
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v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1902
2023-09-26T11:36:05Z
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Vol. 5 No. 2 (2016): June ; 135-157
Interpretación de resúmenes estadísticos por futuros profesores de educación secundaria
Gea, María M.; Universidad de Granada
Batanero, Carmen
Fernándes, Jose Antonio; Universidad de Minho
Arteaga, Pedro; Universidad de Granada
2016-06-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1902
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El objetivo de este trabajo fue evaluar la interpretación de resúmenes estadísticos que realizan los futuros profesores de Educación Secundaria y Bachillerato. La evaluación se lleva a cabo analizando las respuestas de una muestra de 65 estudiantes del Máster de Formación del Profesorado, especialidad de Matemáticas, a dos tareas. En la primera se les pide interpretar la media, mediana, moda, mínimo, máximo, cuartiles y desviación típica de una distribución de datos y en la segunda, elegir un promedio representativo utilizando los anteriores estadísticos y un gráfico de caja y bigotes de la misma distribución. Las interpretaciones de los estadísticos, el promedio representativo elegido y el modo en que se justifica la elección fueron generalmente correctos, obteniéndose mejores resultados que en investigaciones previas con estudiantes y futuros profesores de educación primaria. Sin embargo, se observan conflictos sobre el significado de los estadísticos interpretados, que se deberían superar para lograr una buena labor docente de estos futuros profesores.
oai:oai.hipatiapress.com:article/1910
2023-09-26T11:35:36Z
redimat:ART
driver
v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1910
2023-09-26T11:35:36Z
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Vol. 6 No. 1 (2017): February; 56-84
Establishing profiles on the use of number sense
Bruno, Alicia; La Laguna University
Almeida, Rut; University of La Laguna
2017-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1910
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Number sense includes the ability to use numbers and operations in a flexible and reasonable way. This work presents a case study on the use of number sense by eighth grade students (13-14 years old). We analyse individual interviews of eleven students that include number tasks that can be solved using strategies associated with number sense. By studying the strategies used by the students to answer the questions, we establish four profiles based on their preference for using number sense strategies, rules or algorithms, or on their lack of knowledge of basic number concepts.
oai:oai.hipatiapress.com:article/1935
2023-09-26T11:35:36Z
redimat:ART
driver
v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1935
2023-09-26T11:35:36Z
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Vol. 6 No. 1 (2017): February; 85-111
Una aproximación a la medida de actitudes hacia las matemáticas mediante la lógica fuzzy
Boigues, Francisco J.; Universitat Politècnica de València
Estruch, Vicente D.; Universitat Politècnica de València
Vidal, Anna; Universitat Politècnica de València
Llinares, Salvador; Universidad de Alicante
2017-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1935
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Este estudio analiza las creencias y actitudes de estudiantes de ingeniería y de ciencias a través de una metodología basada en la lógica fuzzy. La lógica fuzzy proporciona una forma de valorar las actitudes de los estudiantes hacia las matemáticas que permite considerar la relatividad de sus posiciones y las relaciones estructurales en el dominio afectivo. Los resultados muestran, que los estudiantes de ingeniería les gustan más las matemáticas, presentan mayor autoestima matemática y creen que las matemáticas son importantes de un modo significativamente mayor que los estudiantes de ciencias. No obstante, todos son conscientes de su responsabilidad en el aprendizaje de las matemáticas, y coinciden en valorar el papel del profesor, aunque no se considere un elemento influyente a nivel emocional
oai:oai.hipatiapress.com:article/1955
2023-09-26T11:36:19Z
redimat:ART
driver
v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1955
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 74-103
Estudio de caso sobre el anális didáctico realizado en un trabajo final de un máster para profesores de matemáticas en servicio
Breda, Adriana
Lima, Valderez Marina do Rosário
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1955
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Este artículo tiene como objetivo investigar las características del análisis didáctico realizado por profesores del Mestrado Profissional em Matemática em Rede Nacional (PROFMAT), para justificar que sus propuestas didácticas son innovadoras y representan una mejora con relación a la enseñanza de las matemáticas que se realiza habitualmente. Para ello se presenta un estudio de caso de un profesor que ha planificado e implementado una propuesta didáctica innovadora. La primera conclusión es que el análisis didáctico realizado por este profesor se basa en el uso implícito de algunos de los componentes y descriptores de la idoneidad didáctica propuestos por el Enfoque Ontosemiótico de la Cognición e Instrucción Matemática. Se concluye también que, aunque la justificación que realiza el profesor estudiado evidencia el uso implícito de algunos de estos componentes y descriptores, no llega a ser una reflexión bien estructurada ni demasiado elaborada.
oai:oai.hipatiapress.com:article/1972
2023-09-26T11:36:19Z
redimat:ED
driver
v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1972
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 3-5
Editorial
"Editorial"
Diez Palomar, Javier; Universitat de Barcelona
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1972
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oai:oai.hipatiapress.com:article/1973
2023-09-26T11:36:19Z
redimat:LR
driver
v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1973
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 107
List of reviewers
Diez Palomar, Javier; Universitat de Barcelona
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1973
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Here is the list of reviewers that have contributed to REDIMAT during 2015. We thank you your effort to improve REDIMAT' quality.
oai:oai.hipatiapress.com:article/1975
2023-09-26T11:36:19Z
redimat:REV
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v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1975
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 104-106
Review
Artigue, Michèle; Université de Paris Diderot
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1975
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oai:oai.hipatiapress.com:article/1979
2023-09-26T11:36:19Z
redimat:RC
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v2
https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1979
2023-09-26T11:36:19Z
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Vol. 5 No. 1 (2016): February; 1-107
Full issue
"Revista Completa"
Diez Palomar, Javier; Universitat de Barcelona
2016-02-24
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
url:https://hipatiapress.com/hpjournals/index.php/redimat/article/view/1979
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