Report of a Classroom Experience for the Development of Distribution Models = Experiencia en el aula para el desarrollo de modelos para el reparto [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	Aviña González, María José; Monroy, Angelina Alvarado
Titel	Report of a Classroom Experience for the Development of Distribution Models = Experiencia en el aula para el desarrollo de modelos para el reparto [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), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Experience; Curriculum Design; Curriculum Evaluation; Mathematics Instruction; College Freshmen; Accounting; Class Activities; Mathematics Activities; Problem Solving; Cooperative Learning; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Studienerfahrung; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Mathematics lessons; Mathematikunterricht; Studienanfänger; Abrechnung; Buchführung; Buchhaltung; Problemlösen; Kooperatives Lernen; Ausland; Mexiko
Abstract	This paper presents the design and analysis of a Model-Eliciting Activity (MEA), which aims to support the refinement of the conceptual system associated with directly proportional distribution problems (example: linear function, percentage, proportion, variation, etc.). The situation explores a context that is close to the student, encouraging the construction of a generalizable mathematical model that can be transferred to diverse contexts. For the design, the principles of the Models and Modeling perspective (Lesh and Doerr, 2003) were considered. The target population were students enrolled in the first semesters of a university degree in Accounting. For the analysis, we considered the construction of models (performed in teams); the mathematical representations within the process observed (such as diagrams and tabular organizations); as well as the individual solutions of the students. [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