Interpretive Model of the Conceptualization of the Congruence of Polygons (MICP) = Modelo interpretativo de la conceptualización de la congruencia de polígonos (MICP) [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Peña Acuña, Cristian Andrey; Rigo-Lemini, Mirela
Titel	Interpretive Model of the Conceptualization of the Congruence of Polygons (MICP) = Modelo interpretativo de la conceptualización de la congruencia de polígonos (MICP) [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Geometric Concepts; Plane Geometry; Concept Formation; Models; High School Students; Mathematics Instruction; Mathematics Education; Foreign Countries; Mexico (Mexico City) + Suchen Sie Ihr Suchwort? Elementare Geometrie; Planimetrie; Concept learning; Begriffsbildung; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Ausland
Abstract	The document presents a set of categories for the analysis of the conceptualization of the congruence of polygons--a central theme in school mathematics--and details the application of the analytical tools used, derived from Grounded Theory, in this construction. This set of categories is called 'Interpretive Model of the Conceptualization of Polygon Congruence' (MICP). This model emerged from the interpretive analysis of empirical data recollected during the investigation. The MICP categories can be used by teachers or researchers to cover different didactic objectives (e.g., interpret the resolution of tasks with congruence content; prepare student profiles or identify their difficulties. See Peña, 2019) and it is relevant because it does not seem to exist in the literature a similar model that covers the previously stated objectives. [For the complete proceedings, see ED629884.] (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	2024/1/01