La resoluci\u00f3n de problemas es fundamental para el aprendizaje de las matem\u00e1ticas (NCTM, 2014), y con frecuencia se subestima la capacidad de estudiantes en kinder o primer grado para resolver problemas (Carpenter et al., 1999, 2014). Asimismo, existe una falta de investigaci\u00f3n que examine las experiencias de resoluci\u00f3n de problemas de estudiantes j\u00f3venes de diversos contextos culturales y ling\u00fc\u00edsticos. El prop\u00f3sito de este minicurso es compartir hallazgos de estudios centrados en c\u00f3mo estudiantes de k\u00ednder y primer grado resolvieron diversos tipos de problemas, inclu\u00eddos aquellos relacionados con el desarrollo del pensamiento de base diez, as\u00ed como pr\u00e1cticas pedag\u00f3gicas prometedoras utilizadas por sus docentes para apoyar el desarrollo de la biliteracidad en ingl\u00e9s y espa\u00f1ol (Celed\u00f3n-Pattichis & Turner, 2012).<\/p>\n
Basado en la Ense\u00f1anza de Enfoque Cognitivo (EEC; Carpenter et al., 1999, 2014), un marco te\u00f3rico para comprender el pensamiento matem\u00e1tico de estudiantes en niveles primarios, este minicurso sit\u00faa el pensamiento matem\u00e1tico de los estudiantes en el centro del proceso de ense\u00f1anza y aprendizaje. La premisa de EEC es que los docentes act\u00faan como facilitadores y formulan preguntas que clarifican, apoyan y ampl\u00edan el pensamiento de los estudiantes. Mediante este enfoque, los docentes promueven una ense\u00f1anza centrada en el estudiante.<\/p>\n
Esta sesi\u00f3n involucrar\u00e1 a los participantes en la discusi\u00f3n de enfoques para desarrollar la biliteracidad a trav\u00e9s de la resoluci\u00f3n de problemas. Se utilizar\u00e1n videoclips, trabajos de estudiantes y actividades para explorar: 1) distintos tipos de problemas con los que los estudiantes pueden interactuar; 2) c\u00f3mo los docentes pueden apoyar a los estudiantes en el desarrollo de pr\u00e1cticas discursivas matem\u00e1ticas, tales como escribir, hablar, escuchar y representar sus soluciones; y 3) la creaci\u00f3n de problemas relevantes para los contextos de la vida e intereses de los estudiantes.<\/p>\n
Referencias<\/strong><\/p>\n Developing Biliteracy While Solving Mathematical Problems: Centering Kindergarten and First-Grade Students’ Mathematical Thinking<\/strong><\/p>\n Problem solving is integral to learning mathematics (NCTM, 2014), and there is often an underestimated problem-solving capacity of young children (Carpenter et al., 1999, 2014). There is also a lack of research that address the problem-solving experiences of young children from culturally and linguistically diverse backgrounds. The purpose of this minicourse is to share findings from studies that focused on how kindergarten and first-grade students solved a variety of problem types, including establishing base ten thinking, and promising pedagogical practices their teachers used to support their students’ biliteracy development in English and Spanish (Celed\u00f3n-Pattichis & Turner, 2012).<\/p>\n Drawing from Cognitively Guided Instruction (CGI; Carpenter et al., 1999, 2014), a framework for understanding children’s mathematical thinking, this minicourse places young children’s mathematical thinking at the center. CGI’s premise is that teachers serve as facilitators and ask questions that clarify, support, and extend students’ thinking. Using this approach, teachers promote student-centered instruction.<\/p>\n This session engages participants in discussing approaches to develop biliteracy through problem solving. Video clips, student work, and activities will be used to explore: 1) different problem types students can engage with; 2) how teachers can support students in developing mathematical discourse habits such as writing, speaking, listening, and representing their solutions; and 3) creating problems that are relevant to students’ interests and contexts.<\/p>\n References<\/strong><\/p>\n La resoluci\u00f3n de problemas es fundamental para el aprendizaje de las matem\u00e1ticas (NCTM, 2014), y con frecuencia se subestima la capacidad de estudiantes en kinder…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_customify_content_layout":"","_customify_sidebar":"","_customify_page_header_display":"","_customify_disable_header":"","_customify_disable_header_top":"","_customify_disable_header_main":"","_customify_disable_header_bottom":"","_customify_disable_page_title":"","_customify_disable_content_vertical_padding":"","_customify_disable_footer_top":"","_customify_disable_footer_main":"","_customify_disable_footer_bottom":"","_customify_breadcrumb_display":"","_customify_header_transparent_display":"","footnotes":""},"class_list":["post-3342","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/pages\/3342","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/comments?post=3342"}],"version-history":[{"count":3,"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/pages\/3342\/revisions"}],"predecessor-version":[{"id":3348,"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/pages\/3342\/revisions\/3348"}],"wp:attachment":[{"href":"https:\/\/xvii.ciaem-iacme.org\/index.php\/wp-json\/wp\/v2\/media?parent=3342"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
\n