Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program
The design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the de...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sriwijaya University
2023-06-01
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| Series: | Journal on Mathematics Education |
| Subjects: | |
| Online Access: | http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/366 |
| _version_ | 1827787584067076096 |
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| author | Jonathan Alberto Cervantes-Barraza Armando Aroca Araujo |
| author_facet | Jonathan Alberto Cervantes-Barraza Armando Aroca Araujo |
| author_sort | Jonathan Alberto Cervantes-Barraza |
| collection | DOAJ |
| description | The design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the development, and the analysis of written and oral prospective mathematics teacher (PMT) in an initial training course. The methodology implemented was descriptive-interpretative and implicated the design of mathematical tasks by the PMTs based on the adaptation of the HiCuA analytical framework. Regarding to the analysis of the data collected, categories of mathematical task types were constructed because of a thematic analysis carried out with the purpose of characterizing the tasks designed by the prospective teacher. The findings of the study provide information on the design principles implemented by prospective teacher in the context of Reasoning and Ethnomathematics. Likewise, it was identified that promoting reasoning and Ethnomathematics through interactive mathematical task designs supports students by developing skills such as: justifying, criticizing, and reasoning the conclusions presented by others. |
| first_indexed | 2024-03-11T16:50:59Z |
| format | Article |
| id | doaj.art-09c1709abe5f4b10bbd3ee9439361681 |
| institution | Directory Open Access Journal |
| issn | 2087-8885 |
| language | English |
| last_indexed | 2024-03-11T16:50:59Z |
| publishDate | 2023-06-01 |
| publisher | Sriwijaya University |
| record_format | Article |
| series | Journal on Mathematics Education |
| spelling | doaj.art-09c1709abe5f4b10bbd3ee94393616812023-10-21T06:32:00ZengSriwijaya UniversityJournal on Mathematics Education2087-88852023-06-0114346948210.22342/jme.v14i3.pp469-482366Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics programJonathan Alberto Cervantes-Barraza0https://orcid.org/0000-0002-5708-8571Armando Aroca Araujo1https://orcid.org/0000-0003-2786-4848Mathematics Education Department, Universidad del Atlantico, Atlántico, ColombiaMathematics Education Department, Universidad del Atlantico, Atlántico, ColombiaThe design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the development, and the analysis of written and oral prospective mathematics teacher (PMT) in an initial training course. The methodology implemented was descriptive-interpretative and implicated the design of mathematical tasks by the PMTs based on the adaptation of the HiCuA analytical framework. Regarding to the analysis of the data collected, categories of mathematical task types were constructed because of a thematic analysis carried out with the purpose of characterizing the tasks designed by the prospective teacher. The findings of the study provide information on the design principles implemented by prospective teacher in the context of Reasoning and Ethnomathematics. Likewise, it was identified that promoting reasoning and Ethnomathematics through interactive mathematical task designs supports students by developing skills such as: justifying, criticizing, and reasoning the conclusions presented by others.http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/366future professorsmathematicsreasoningrebuttaltask |
| spellingShingle | Jonathan Alberto Cervantes-Barraza Armando Aroca Araujo Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program Journal on Mathematics Education future professors mathematics reasoning rebuttal task |
| title | Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program |
| title_full | Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program |
| title_fullStr | Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program |
| title_full_unstemmed | Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program |
| title_short | Design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program |
| title_sort | design of interactive mathematical tasks that make up the reasoning and the ethnomathematics program |
| topic | future professors mathematics reasoning rebuttal task |
| url | http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/366 |
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