Mathematical processes for the development of algebraic reasoning in geometrical situations with in-service secondary school teachers

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dc.contributor.authorGaita, Rosa Cecilia
dc.contributor.authorWilhelmi, Miguel R.
dc.contributor.authorUgarte, Francisco Javier
dc.contributor.authorGonzales, Cintya Sherley
dc.contributor.departmentEstadística, Informática y Matemáticases_ES
dc.contributor.departmentEstatistika, Informatika eta Matematikaeu
dc.date.accessioned2025-02-28T09:47:58Z
dc.date.available2025-02-28T09:47:58Z
dc.date.issued2024-12-11
dc.date.updated2025-02-28T09:44:42Z
dc.description.abstractThis paper starts from the hypothesis that algebraic reasoning can be used as an axis between different mathematical domains at school. This is relevant given the importance attributed to mathematical connections for curriculum development and the algebraic reasoning makes it possible to articulate it in a coherent manner. A definition of generalized algebraic reasoning is proposed, based on the notion of elementary algebraic reasoning of the onto-semiotic approach, and it is used to highlight the presence of typical algebraic processes in problem solving in geometrical contexts. To develop these ideas, a training course is designed and implemented with in-service secondary school teachers. Based on design-based research, the results obtained are contrasted with the expected answers. In this way, relevant information is obtained on how teachers mobilize different typically algebraic processes, that is, particularization-generalization, representation-signification, decomposition-reification and modelling. Actually, it is clear to affirm that teachers need specific training to improve their skills about how algebraic reasoning can help them to develop mathematical connections with their students.en
dc.description.sponsorshipThis study was supported by the Pontificia Universidad Católica del Perú Research Grant CAP PI1029 (2023-2025).
dc.format.mimetypeapplication/pdfen
dc.identifier.citationGaita, R. C., Wilhelmi, M. R., Ugarte, F. J., Gonzales, C. S. (2024) Mathematical processes for the development of algebraic reasoning in geometrical situations with in-service secondary school teachers. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), 1-14. https://doi.org/10.29333/ejmste/15709.
dc.identifier.doi10.29333/ejmste/15709
dc.identifier.issn1305-8215
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/53608
dc.language.isoeng
dc.publisherModestum
dc.relation.ispartofEurasia Journal of Mathematics, Science and Technology Education, 2024, 20(12), em2553
dc.relation.publisherversionhttps://doi.org/10.29333/ejmste/15709
dc.rights© 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License.
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectAlgebraic modelingen
dc.subjectAlgebraic reasoningen
dc.subjectGeneralizationen
dc.subjectGeometryen
dc.subjectParticularizationen
dc.titleMathematical processes for the development of algebraic reasoning in geometrical situations with in-service secondary school teachersen
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
relation.isAuthorOfPublicationce311923-583b-4f85-9392-be34254f7961
relation.isAuthorOfPublication.latestForDiscoveryce311923-583b-4f85-9392-be34254f7961

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