Intertwining cumulated and current mathematical problem-solving developments to frame and support teaching practices
- Autores: Manuel Santos Trigo
- Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 1, 2022 (Plenary Lectures, Plenary Panel, Research Forums, Working Groups, Seminar, National Presentation), ISBN 978-84-1302-175-1, págs. 35-50
- Idioma: español
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Resumen
The COVID-19 pandemic has modified social and school activities worldwide. The irruption of digital technologies to organize and carry out educational tasks not only shaped and marked the implementation of school activities during the critical period of the pandemic, but also, contributed to identify resources and new ways to interact with students to foster, monitor, and assess their learning. How could cumulated and current results and advances in problem-solving research be interpreted to frame teaching and learning scenarios to coordinate teachers and students’ online and face to face work? To address this question, a synthesis of problem-solving themes and research results is reviewed to sketch a route to frame a teaching/learning scenario for students to develop problem-solving competencies.
