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IDONEIDAD DIDÁCTICA DE VÍDEOS EDUCATIVOS DE MATEMÁTICAS: UNA EXPERIENCIA CON ESTUDIANTES PARA MAESTRO.
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- Author(s): BURGOS, MARÍA1 ; CASTILLO, MARÍA JOSÉ2
- Source:
Revista Latinoamericana de Investigación en Matemática Educativa. nov2022, Vol. 25 Issue 3, p341-366. 26p. - Source:
- Additional Information
- Alternate Title: DIDACTIC SUITABILITY OF MATHEMATICS EDUCATIONAL VIDEOS: AN EXPERIENCE WITH STUDENTS FOR TEACHERS.
- Subject Terms:
- Abstract: En este trabajo se describe el diseño, implementación y resultados de una acción formativa con 61 estudiantes para maestro de educación primaria, orientada al desarrollo de la competencia de análisis de la idoneidad didáctica de vídeos educativos sobre porcentajes. El análisis a priori del vídeo reveló carencias importantes en las distintas facetas de la idoneidad didáctica, siendo especialmente relevante aquellas detectadas en la dimensión epistémica. La mayoría de los estudiantes para maestro realizaron valoraciones globales pertinentes de la idoneidad didáctica (un 70.49% la consideraron entre baja y media) basando su juicio en el grado de cumplimiento de los indicadores de idoneidad en los distintas componentes. Sin embargo, aunque las sugerencias de mejora indicadas son oportunas, no todos los estudiantes que identifican carencias en los vídeos pueden formular explícitamente cambios al recurso. [ABSTRACT FROM AUTHOR]
- Abstract: This paper describes the design, implementation and results of a formative action with 61 students for primary education teachers, oriented to the development of the competence of analysis of the didactic suitability of educational videos about percentages. The a priori analysis of the video made by the researchers revealed important deficiencies in the different facets of didactic suitability, being especially relevant those detected in the epistemic dimension. Most of the students for teacher made quite relevant global assessments of the didactic suitability (70.49% considered it between low and medium) basing their judgment on the precision or degree of fulfillment of the suitability indicators in the different components. However, although the suggestions for improvement indicated are quite timely, not all students who identify weaknesses in the videos are able to explicitly make changes to the resource. [ABSTRACT FROM AUTHOR]
- Abstract: Ce document décrit la conception, la mise en oeuvre et les résultats d'une action de formation auprès de 61 étudiants pour les enseignants du primaire, orientée vers le développement de la compétence d'analyse de l'adéquation didactique des vidéos éducatives sur les pourcentages. L'analyse a priori de la vidéo a révélé d'importantes lacunes dans les différentes facettes de l'adéquation didactique, étant particulièrement pertinentes celles détectées dans la dimension épistémique. La plupart des étudiants pour enseignants ont fait des évaluations globales assez pertinentes de l'adéquation didactique (70.49% l'ont considérée comme faible ou moyenne) en se basant sur le degré de conformité aux indicateurs d'adéquation dans les différentes composantes. Cependant, bien que les suggestions d'amélioration indiquées soient assez opportunes, tous les élèves qui identifient des faiblesses dans les vidéos ne sont pas en mesure d'apporter explicitement des modifications à la ressource. [ABSTRACT FROM AUTHOR]
- Abstract: Este documento descreve a concepção, implementação e resultados de uma acção de formação com 61 estudantes para professores do ensino primário, orientada para o desenvolvimento da competência de análise da adequação didáctica dos vídeos educativos em percentagens. A análise a priori do vídeo revelou importantes deficiências nas diferentes facetas da adequação didáctica, sendo especialmente relevantes as detectadas na dimensão epistémica. A maioria dos alunos para professor fizeram avaliações globais bastante relevantes da adequação didáctica (70,49% consideraram-no entre baixo e médio) baseando o seu julgamento no grau de conformidade com os indicadores de adequação nos diferentes componentes. No entanto, embora as sugestões de melhoria indicadas sejam bastante oportunas, nem todos os estudantes que identificam pontos fracos nos vídeos são capazes de fazer alterações explícitas ao recurso. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Latinoamericana de Investigación en Matemática Educativa is the property of Colegio Mexicano de Matematica Educativa A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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