The didactic-technological analysis of the teaching-learning process of Mathematics
Keywords:
Didactics, computer-assisted instruction, mathematics instruction, information and communication technologiesAbstract
The teaching-learning process of Mathematics is currently undergoing constant changes resulting from the achievements of Information and Communication Technologies, that UNESCO has recognized a priority of the agenda for the Education 2030. However, majors at the University of Camagüey "Ignacio Agramonte Loynaz” still fails to satisfy such demands and expectations. This fact, among other causes, is due to insufficient Mathematics teachers’ training on the didactic-technological contents, and in the absence of a didactics of mathematics theoretical framework Mathematics Didactics. The authors assessed teachers’ the didactic-technological training by given interviews and surveys, as well making use of analysis-synthesis and studying current theoretical frameworks from Godino’s Onto-semiotic Approach of knowledge and mathematical instruction, the Theoretical Model of Technological Pedagogical Contents Knowledge of Mishra and Koehler and the Theoretical Model of Technological Pedagogical Disciplinary Knowledge-Practical Disciplinary of Yeh. The study of this framework leads the authors to construct the theoretical frame of reference for the didactic-technological analysis of Mathematics teaching-learning process in the 21st century.
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