Relaciones Dinámicas entre Convencimiento y Comprensión en la Construcción de Sustentos = Dynamic Relations between Convincement and Comprehension in the Construction of Grounds [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Martínez Navarro, Benjamín; Rigo Lemini, Mirela
Titel	Relaciones Dinámicas entre Convencimiento y Comprensión en la Construcción de Sustentos = Dynamic Relations between Convincement and Comprehension in the Construction of Grounds [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Comprehension; Grounded Theory; Mathematical Logic; Validity; Equations (Mathematics); Mathematics Teachers; Concept Formation; Problem Solving; Questioning Techniques; Consultants; Adult Education; Distance Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Mathematical logics; Mathematische Logik; Gültigkeit; Equations; Mathematics; Gleichungslehre; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Problemlösen; Befragungstechnik; Fragetechnik; Consultant; Berater; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht
Abstract	In previous publications the authors of this paper identified specific relations between comprehension and convincement. On the basis of Grounded Theory, this research analyzes the changes that arise in said relations as a response to changing conditions. For their study, the authors analyze an interaction, at a distance, between a tutor and a student. At an initial level, a micro-analysis is undertaken--resorting to the Toulmin Model--which describes and interprets the relations that arise there between comprehension and convincement. From a more general standpoint, at a second level the authors contribute explanations concerning those relations and their changes. Finally, the authors suggest proposals for educational practice. [Written in both Spanish and English. For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01