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Conferences - Seminars Teaching Analysis "Thesis

the week from 24 to 29 November John D. Godin gave a lecture followed by seminar, entitled, "Developing Educational Skills Analysis Professor of Mathematics "in the following Mexican institutions:

- Universidad Autonoma de Guerrero, Department of Mathematics, Head of Acapulco.

- Center for Research in Mathematics Education Mathematics Academic Unit of the Autonomous University of Guerrero, Headquarters Chilpancingo.

- Mathematics Education Department, CINVESTAV, Mexico.

SUMMARY:
One of the main tasks of the math teacher is the design, implementation and evaluation of their teaching practice in order to promote student learning . It is well known the complexity of this task, if we consider the various facets involved and the factors that affect teaching and learning of mathematics. This conference will present some theoretical notions that can help teachers reflect on their own mathematics teaching practice, while opening new perspectives for research in mathematics education. These notions are based on the theoretical approach on the mathematical knowledge and learning that we describe as "ontosemiotic", which takes into account the epistemic dimensions (played as an anthropological), cognitive (a semiotic approach) and instructional (an approximation socio-constructivist) the study of mathematics.

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Eusebio Olivo


The October 3, 2008 defended the thesis entitled,

"Meaning of the confidence intervals for engineering students in Mexico"

by Eusebio Olivo Suarez, a professor at Tecnológico de Monterrey (Mexico), under the direction of Dr. Carmen Batanero , Department of Mathematics Education at the University of Granada.

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Suárez PhD in Maracay


The October 2, 2008 defended the thesis PhD entitled,

THE INTEGRAL IN A REAL VARIABLE IN THE TRAINING TECHNICAL COLLEGE: DIMENSIONS FOUND IN THE TEACHING AND LEARNING

by Luis E. Able P . and directed by Dr. Mario Arrieche

was presented at the Pedagogical University Experimental Libertador Pedagogical Institute "Rafael Alberto Escobar, Ed.D. (Maracay, Venezuela). SUMMARY


The integral in a real variable, is a topic of calculus has many applications in the work of technology, there is present in technical training university. However, students have difficulties to understand and apply this mathematical object. That is why this research investigated deeply and systematically on this issue. It was assumed theoretical framework Ontological-semiotic approach to cognition and mathematics instruction (Godino, 2003), as it provides tools to analyze the processes of teaching and learning of mathematics from the epistemological, cognitive and instructional brought into play in the teaching and learning of mathematics. The research methodology, was formed by qualitative and quantitative approaches, but mainly qualitatively. Epistemic analysis was developed to also delve into the institutional meaning of reference (intended, implemented and evaluated) on the integral in a real variable, identified six configurations epistemic (Godino, 2003). In assessing the process of studying for the teaching of the definite integral, developed with a group of students IUET computing career-La Victoria, we noted at the outset that the criteria for evaluating the educational adequacy allow us to perfect the process . In response to them can highlight a few conclusions: a) It is necessary to harmonize the geometrical and analytical aspects present in the concept of integral, b) using mathematical software to simulate processes quadratures which improves the ability of abstraction and infinite geometric issues, c) if the students are clear about the concepts, theorems and interpretations of the integral geometric a real variable, can solve problems using the computer even have a deficiency in the calculation and d) the difficulties of students in the integral calculus are determined by deficiencies in basic operations of algebra and arithmetic.

Descriptors:
The integral variable in a real, ontological-semiotic approach, personal meanings, meanings institutional teaching experience, educational qualifications and epistemic configuration.