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Conceptualización y evaluación de las competencias para el análisis, reflexión y semiosis didáctica. El caso de los estudiantes para profesor de matemáticas1

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Author(s): JORGE ORLANDO LURDUY

Journal: Revista Cientifica
ISSN 0124-2253

Volume: 16;
Issue: 2;
Start page: 87;
Date: 2012;
Original page

Keywords: assessment | competency | analysis | reflection | semiosis | teaching | complexity | semiotics.

ABSTRACT
This paper presents doctoral research results “Conceptualization and assessment of competencies for analysis, reflection and didactic semiosis. The case of the initial training of teacher mathematics”. Research has a proactive nature of a theoretical-methodological in addressing the pro- blem of the characterization and assessment of competence math tea- cher to implement mathematical study processes in the classroom. From the perspective of complexity theory, knowledge ontosemiotic approach and mathematics instruction and mainstreaming tools Peirce’s semiotics, owned approaches articulated methodological approaches that deve- lop theory from the data, the analysis qualitative content and semiotic analysis of texts. The dimensions, categories and indicators of competition identified and evaluated are supported in the textual data provided by teachers in their initial training.
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