Please use this identifier to cite or link to this item:
https://repositorio.accefyn.org.co/handle/001/2021
Cómo citar
Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | D’Azevedo Breda, Ana Maria | - |
| dc.contributor.author | Dos Santos, José Manuel | - |
| dc.date.accessioned | 2022-11-03T23:43:12Z | - |
| dc.date.available | 2022-11-03T23:43:12Z | - |
| dc.date.issued | 2021-12-13 | - |
| dc.identifier.issn | 0370-3908 | spa |
| dc.identifier.uri | https://repositorio.accefyn.org.co/handle/001/2021 | - |
| dc.description.abstract | En este artículo describimos un experimento de enseñanza dirigido a estudiantes de Análisis Complejo que asisten a un curso de pregrado de una universidad portuguesa. Nuestro principal objetivo es la comprensión del papel de GeoGebra con respecto a la visualización y como mediador tecnológico, según la teoría de Vygotsky, en el proceso de enseñanza y aprendizaje de funciones complejas. El primer paso de nuestro estudio fue la concepción de una secuencia de tareas didácticas y el desarrollo de herramientas de GeoGebra relacionadas con los objetivos didácticos previstos. Aquí describiremos el procedimiento relacionado con la implementación de tareas en un entorno de aula y los resultados obtenidos en función de los datos recopilados compuestos por tareas escritas producidas por los estudiantes, grabación en video del desempeño de los estudiantes durante el experimento y las construcciones de los estudiantes con GeoGebra. | spa |
| dc.description.abstract | In this paper we describe a teaching experiment targeting with students of Complex Analysis attending an undergraduate course of a portuguese university. Our main goal is the understanding of the GeoGebra role with respected to visualization and as technological mediator, according to Vygotsky theory, in the teaching and learning process of complex functions. The first step of our study was the conception of a sequence of didactical tasks and the development of GeoGebra tools related to the target didactical objectives. Here we will describe the procedure related to the tasks implementation in a classroom environment and the achieved results based on the collected data composed by written assignements produced by students, video recording the student performance during the experiment and the student constructions with GeoGebra. All the collected data was analysed from a qualitative and interpretative paradigm. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.language.iso | eng | spa |
| dc.publisher | Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales | spa |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | spa |
| dc.title | Aprendiendo funciones complejas con GeoGebra | spa |
| dc.title | Learning complex functions with GeoGebra | eng |
| dc.type | Artículo de periódico | spa |
| dcterms.audience | Estudiantes, Profesores, Comunidad científica. | spa |
| dcterms.references | Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational studies in mathematics, 52(3), 215–241. | spa |
| dcterms.references | Arcavi, A.,&Hadas, N. (2000). Computer mediated learning: An example of an approach. International journal of computers for mathematical learning, 5(1), 25–45. doi: 10.1023/A:1009841817245 | spa |
| dcterms.references | Arzarello, F., Olivero, F., Paola, D., & Robutti, O. (2002). A cognitive analysis of dragging practises in cabri environments. Zentralblatt f¨ur Didaktik der Mathematik, 34(3), 66–72. | spa |
| dcterms.references | Asiala, M., Brown, A., DeVries, D. J., Dubinsky, E., Mathews, D., & Thomas, K. (1997). A framework for research and curriculum development in undergraduate mathematics education. Maa Notes,(), 37–54. | spa |
| dcterms.references | Barrera-Mora, F., & Reyes-Rodr´ıguez, A. (2013). Cognitive processes developed by students when solving mathematical problems within technological environments. The Mathematics Enthusiast, 10(1), 109–136. | spa |
| dcterms.references | Bogdan, R. C., & Biklen, S. K. (1997). Qualitative research for education an introduction to theories and models. Allyn & Bacon Boston, MA. | spa |
| dcterms.references | Breda, A., Trocado, A., & Dos Santos, J. M. D. S. (2013). O geogebra para al´em da segunda dimens˜ao. Indagatio Didactica, 5(1), 60–84. Retrieved from http://revistas.ua.pt/index.php/ID/article/view/2421/2292 | spa |
| dcterms.references | Breda, A. M. D., & Dos Santos, J. M. D. S. (2015). The riemann sphere in geogebra. Sensos-e, 2(1), 2183–1432. Retrieved from http://sensos-e.ese.ipp.pt/?p=7997 | spa |
| dcterms.references | Breda, A. M. D.,&Dos Santos, J. M. D. S. (2016, 05). Complex functions with GeoGebra. Teaching Mathematics and its Applications: An International Journal of the IMA, 35(2), 102–110. Retrieved from https://doi.org/10.1093/teamat/hrw010 doi: 10.1093/teamat/hrw010 | spa |
| dcterms.references | Bu, L., Spector, J. M., & Haciomeroglu, E. S. (2011). Toward model-centered mathematics learning and instruction using geogebra. In L. Bu & R. Schoen (Eds.), Modelcentered learning: Pathways to mathematical understanding using geogebra (p. 13-40). Rotterdam: SensePublishers. Retrieved from https://doi.org/10.1007/978-94-6091-618-2 3 doi: 10.1007/978-94-6091-618-2 3 | spa |
| dcterms.references | Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420–464). New York: Macmillan. | spa |
| dcterms.references | Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420–464). New York: Macmillan. | spa |
| dcterms.references | Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9–13. | spa |
| dcterms.references | Cole, M., & Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human development, 39(5), 250–256. | spa |
| dcterms.references | Danenhower, P. (2006). Introductory complex analysis at two British Columbia Universities: The first week-complex numbers. CBMS Issues in Mathematics Education, 13(), 139–170. | spa |
| dcterms.references | Dos Santos, J. M. D. S., & Peres, M. J. (2012). Atitudes dos alunos face ao geogebra – construc¸ ˜ao e validac¸ ˜ao de um invent´ario. Revista do Instituto GeoGebra Internacional de S˜ao Paulo., 1(1). | spa |
| dcterms.references | Dubinsky, E. (1984). A Constructivist theory of learning in undergraduate mathematics education research. ICMI. | spa |
| dcterms.references | Dubinsky, E. (1991). Reflective abstraction in advanced mathematical thinking. In D. Tall (Ed.), Advanced mathematical thinking (Vol. 11, pp. 95–126). Netherlands: Springer. | spa |
| dcterms.references | Dubinsky, E., Czarnocha, B., Prabhu, V., & Vidakovic, D. (1999). One theoretical perspective in undergraduate mathematics education research. In O. Zaslavsky & I. G. for the Psychology of Mathematics Education (Eds.), Proceedings of the 23rd conference of the international group for the psychology of mathematics education, [haifa, israel, july 25-30 (Vol. 4, pp. 65–73). Retrieved from http://files.eric.ed.gov/fulltext/ED436403.pdf | spa |
| dcterms.references | Dubinsky, E., & Mcdonald, M. A. (2002). Apos: A constructivist theory of learning in undergraduate mathematics education research. In D. Holton, M. Artigue, U. Kirchgr¨aber, J. Hillel, M. Niss, & A. Schoenfeld (Eds.), The teaching and learning of mathematics at university level: An icmi study (pp. 275–282). Dordrecht: Springer Netherlands. Retrieved from https://doi.org/10.1007/0-306-47231-7 25 doi: 10.1007/0-306-47231-7 25 | spa |
| dcterms.references | Dubinsky, E., &Wilson, R. T. (2013). High school students’ understanding of the function concept. The Journal of Mathematical Behavior, 32(1), 83–101. | spa |
| dcterms.references | Farris, F. A. (1997). Visualizing complex-valued functions in the plane. AMC, 10(12.), . | spa |
| dcterms.references | Flashman, M. (2016). Making sense of calculus with mapping diagrams. MAA. Guba, E. G., Guba, Y. A. L., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research,(), . doi: http://www.uncg.edu/hdf/facultystaff/Tudge/Guba%20&%20Lincoln%201994.pdf | spa |
| dcterms.references | Guti´errez, R. A. (1996). Visualization in 3-dimensional geometry: In search of a framework. In 18 pme conference (pp. 3–19). | spa |
| dcterms.references | Harel, G. (2013). Dnr-based curricula: The case of complex numbers. Humanistic Mathematics, 3(2), 2–61. | spa |
| dcterms.references | Heid, M. K., & Blume, G. W. (2008). Algebra and function development. Research on technology and the teaching and learning of mathematics, 1(), 55–108. | spa |
| dcterms.references | Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and calculus with free dynamic mathematics software geogebra. In 11th international congress on mathematical education. ICME. | spa |
| dcterms.references | Hollebrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for research in mathematics education,(), 164–192. | spa |
| dcterms.references | Jones, K. (2000). Providing a foundation for deductive reasoning: students’ interpretations when using dynamic geometry software and their evolving mathematical explanations. Educational Studies in Mathematics,(), 55–85. | spa |
| dcterms.references | Kreis, Y. (2004). Math´e-mat-TIC: Integration de l’outil informatique dans le cours de mathematiques de la classe de 4e (Travail de candidature). Luxembourg: Minist´ere de l’ ´ Eucation Nationale et de la Formation Professionnelle. Lavicza, Z. (2010). Integrating technology into mathematics teaching at the university level. ZDM,(), 105–119. Retrieved from http://www.springerlink.com/index/1188K58KH5562T32.pdf doi: 10.1007/s11858-009-0225-1 | spa |
| dcterms.references | Liste, R. L. (2014). El color dinamico de geogebra. Gaceta De La Real Sociedad Matematica Española, 17(3), 525–547. | spa |
| dcterms.references | Mascarello, M., & Winkelmann, B. (1986). Calculus and the computer. the interplay of discrete numerical methods and calculus in the education of users of mathematics: considerations and experiences. In The influence of computers and informatics on mathematics and its teaching: Proceedings from a symposium. strasbourg, france: International commission on mathematical instruction (Vol. 1, p. 120). | spa |
| dcterms.references | Meng, P.-C., Jiang, Z.-X., Shi, S.-Z., & Liang, S.-M. (2014). Study of a combination of complex function learning with mathematical modeling. In 2014 international conference on management science and management innovation (msmi 2014) (pp.357–360). | spa |
| dcterms.references | ming Zhang, Y., &Wang, D. (2013). Teaching reform on the course of complex analysis. In Proceedings of the 2013 conference on education technology and management science (icetms 2013) (p. 587-589). Atlantis Press. Retrieved from https://doi.org/10.299/icetms.2013.161 doi: https://doi.org/10.2991/icetms.2013.161 | spa |
| dcterms.references | Navetta, A. (2016). Visualizing functions of complex numbers using geogebra. North American GeoGebra Journal, 5(2). | spa |
| dcterms.references | Needham, T. (1998). Visual complex analysis. Oxford University Press. Nemirovsky, R., & Soto-Johnson, H. (2013). On the emergence of mathematical objects: The case of eaz. In Proceedings of the 16th annual conference on research in undergraduate mathematics education (p. 219-226). | spa |
| dcterms.references | Nordlander, M. C., & Nordlander, E. (2012). On the concept image of complex numbers. International Journal of Mathematical Education in Science and Technology, 43(5), 627-641. Retrieved from https://doi.org/10.1080/0020739X.2011.633629 | spa |
| dcterms.references | Olive, J. (2000). Implications of using dynamic geometry technology for teaching and learning. In Conference on teaching and learning problems in geometry. | spa |
| dcterms.references | Panaoura, A., Elia, I., Gagatsis, A., & Giatilis, G. P. (2006). Geometric and algebraic approaches in the concept of complex numbers. International Journal of Mathematical Education in Science and Technology, 37(6), 681–706. doi: 10.1080/00207390600712281 | spa |
| dcterms.references | Poelke, K., & Polthier, K. (2009). Lifted domain coloring. Computer Graphics Forum, 28(3), 735-742. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8659.2009.01479.x doi: 10.1111/j.1467-8659.2009.01479.x | spa |
| dcterms.references | Ponte, J. P. (2005). Gest˜ao curricular em matem´atica. O professor e o desenvolvimento curricular. | spa |
| dcterms.references | Presmeg, N. C. (1997). Generalization using imagery in mathematics. In L. D. English (Ed.), Mathematical reasoning: Analogies, metaphors, and images (pp. 299–312). Lawrence Erlbaum Associates, Inc., Publishers. | spa |
| dcterms.references | Roth, W.-M. (2003). Toward an anthropology of graphing. In Toward an anthropology of graphing: Semiotic and activity-theoretic perspectives (pp. 1–21). Dordrecht: Springer Netherlands. Retrieved from https://doi.org/10.1007/978-94-010-0223-3 1 doi: 10.1007/978-94-010-0223-3 1 | spa |
| dcterms.references | Salomon, G. (1990). Cognitive effects with and of computer technology. Communication Research, 17(1), 26–44. doi: 10.1177/009365090017001002 | spa |
| dcterms.references | Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics,22(1), 1–36. doi: 10.1007/BF00302715 | spa |
| dcterms.references | Sfard, A. (1994). Reification as the birth of metaphor. For the Learning of Mathematics,14(1), 44–55. doi: 10.1371/journal.pone.0016782 | spa |
| dcterms.references | Soto-Johnson, H., & Troup, J. (2014). Reasoning on the complex plane via inscriptions and gesture. Journal of Mathematical Behavior, 36(), 109–125. doi: 10.1016/j.jmathb.2014.09.004 | spa |
| dcterms.references | Tabaghi, S. G., & Sinclair, N. (2013). Using dynamic geometry software to explore eigenvectors: The emergence of dynamic-synthetic-geometric thinking. Technology, Knowledge and Learning, 18(3), 149–164. doi: 10.1007/s10758-013-9206-0 | spa |
| dcterms.references | Takaˇci, D., Stankov, G., & Milanovic, I. (2015). Efficiency of learning environment using geogebra when calculus contents are learned in collaborative groups. Computers and Education, 82(), 421–431. doi: 10.1016/j.compedu.2014.12.002 | spa |
| dcterms.references | Vitale, J. M., Black, J. B., & Swart, M. I. (2014). Applying grounded coordination challenges to concrete learning materials: A study of number line estimation. Journal of Educational Psychology,(), . doi: 10.1037/a0034098 | spa |
| dcterms.references | Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Wegert, E. (2012). Visual complex functions: An introduction with phase portraits. Springer Basel. doi: 10.1007/978-3-0348-0180-5 1 | spa |
| dcterms.references | Wegert, E., & Semmler, G. (2010). Phase plots of complex functions: a journey in illustration. Notices AMS, 58(), 768–780. | spa |
| dcterms.references | Wright, D. (2005). Graphical calculators’ in teaching secondary mathematics with ict. In S. Johnston-Wilder & D. Pimm (Eds.), Ict and the mathematics classroom-part b (p. 145-158). New York, NY, USA: McGraw-Hill. | spa |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
| dc.type.driver | info:eu-repo/semantics/article | spa |
| dc.type.version | info:eu-repo/semantics/updatedVersion | spa |
| dc.rights.creativecommons | Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0) | spa |
| dc.identifier.doi | https://doi.org/10.18257/raccefyn.1504 | - |
| dc.subject.proposal | GeoGebra | spa |
| dc.subject.proposal | GeoGebra | eng |
| dc.subject.proposal | Aprendizaje de matemáticas | spa |
| dc.subject.proposal | Mathematics learning | eng |
| dc.subject.proposal | Enseñanza de las Matemáticas | spa |
| dc.subject.proposal | Mathematics Teaching | eng |
| dc.subject.proposal | Funciones complejas | spa |
| dc.subject.proposal | Complex functions | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | spa |
| dc.relation.ispartofjournal | Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales | spa |
| dc.relation.citationvolume | 45 | spa |
| dc.relation.citationstartpage | 1262 | spa |
| dc.relation.citationendpage | 1276 | spa |
| dc.contributor.corporatename | Academia Colombiana de Ciencias Exactas, Físicas y Naturales | spa |
| dc.identifier.eissn | 2382-4980 | spa |
| dc.relation.citationissue | 177 | spa |
| dc.type.content | Text | spa |
| dc.type.redcol | http://purl.org/redcol/resource_type/ART | spa |
| oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
| Appears in Collections: | BB. Boletín Electrónico de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 22 1504 LATEX Learning complex functions with GeoGebra .pdf | 3.06 MB | Adobe PDF |  View/Open |
This item is licensed under a Creative Commons License
