Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback

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dc.contributor.authorGaona, Jorge
dc.contributor.authorMenares, Romina
dc.date.accessioned2022-11-30T02:46:22Z
dc.date.available2022-11-30T02:46:22Z
dc.date.issued2021
dc.description.abstractThis article reports the argumentation work of a group of trainee mathematics teachers in an experiment carried out in a virtual class (due to the emergence of COVID-19) during 2020. They worked with a task on fractions in an online assessment system with questions with random parameters and infinite possible correct answers. This was followed by a discussion of the strategies and the justifications, arguments and validations of these strategies and other conjectures that emerged. This article analyzes this work from a qualitative approach using the Mathematical Working Space as a theoretical framework. The results show that the discussion work led the trainee teachers to find interpretations for the algorithms processed by the computer, enhancing epistemic discourse and argumentation in the context of the use of technological artifacts. In turn, the same discourses allowed the future teachers to instrumentalize the processes to be used in new tasks.en_ES
dc.facultadFacultad de Cienciasen_ES
dc.file.nameGaona_Arg2021.pdf
dc.identifier.citationGaona, J., & Menares, R. (2021). Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2055. https://doi.org/10.29333/ejmste/11425en_ES
dc.identifier.doihttps://doi.org/10.29333/ejmste/11425
dc.identifier.urihttp://repositoriobibliotecas.uv.cl/handle/uvscl/7341
dc.languageen
dc.publisherModestum
dc.rightsThis is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.sourceEurasia
dc.subjectMATHEMATICS EDUCATIONen_ES
dc.subjectDIGITAL TECHNOLOGYen_ES
dc.subjectPROOF AND DISCOURSEen_ES
dc.subjectTASK DESIGNen_ES
dc.subjectONLINE TEACHING/LEARNING STRATEGIESen_ES
dc.titleArgumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
dc.typeArticulo
uv.departamentoInstituto de Matematicass

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