STEP 1 - COURSE RECOGNITION

FLOR YADIRA MORENO GARZON

COD: 1003913655

WUALBERTO JOSE ROCA

NATIONAL OPEN AND DISTANCE UNIVERSITY UNAD

EPISTEMOLOGY OF MATHEMATICS (BACHELOR'S IN MATHEMATICS)

EVERYTHING IS BACK

Degree in Mathematics

September 2019
 INTRODUCTION

This work is done in order to know the basic items during the course of

Epistemology of mathematics (Bachelor's in mathematics) and thus manage to address these topics from

our tasks and the goals we must fulfill as undergraduate teachers in

mathematics, managing to teach a dynamic mathematics when acquiring new

knowledge.
1. Reading, analysis, and discussion: individually, the reading is carried out.

SYLLABUS, using the self-regulated reading method IPLER (Inspect; Ask

and Predict; Read and evaluate; Express and Review and consolidate), which must be socialized in the

specified space. Each step (I, P, L, E, and R) must be recorded in a Word document.

(consult about the cognitive strategy of the IPLER); and identify the aspects that he/she knows and

She is unaware of the curricular content of the current course by filling out the CQA matrix.

(consult about the cognitive strategy CQA or SQA).

Learning strategies:

The learning strategy will be Task-Based Learning. Based on the contents

curricular, students will identify and address tasks in a disciplinary and inter-

to discipline. The development of the task is contemplated in the phases called: Re-signify and

conceptualize at an individual level (Pre-task), refine, deepen knowledge

collaboratively (Task cycle) and the transfer of knowledge (Post-task).

S-Q-A MATRIX

What you know What I want What he/she learned

to learn
Some concepts Evolution of the
about mathematics since With the reading of the
epistemology. the appearance of course syllabus
Didactics, man and even the I learned that a
tools current affairs. student of
didactics How to integrate the bachelor's degree in
Some characters tools mathematics must
what they contributed to the technological in the to know the history
development and teaching of the of mathematics,
evolution of the mathematics. your relationship with the
mathematics. More about the epistemology
language to understand that
mathematician. tools can
design and which already
 Epistemology of they are made for the
algebra. teaching of the
mathematics.
Each one of the
moments for him
course development
it will be vital
take advantage of them
individually and
collaboratively
since it can be
to build
knowledge to
starting from the
observations and
help that can
offer the group.

IPLER

INSPECT; It is the first reading given to a mathematical situation or problem with

which we are going to work on, and with it we take the first step which is to identify the basic operation

to which its solution resembles

ASK: we must know what the situation or problem is asking us to do

Solve it. Be clear about where the question is leading us.

READ: the basis of understanding lies in reading, in it one goes to the specific objective about the

problem or situation solution, read comprehensively

EXPRESS: we start with the outline of the situation to be analyzed, then

develop according to what it identifies, operations to be carried out

REVIEW: Taking a look at the process carried out is essential to confirm that the process

if it has been successfully developed

Importance of the course Epistemology of the

mathematics

Teacher History Evolution

Objectives

If you have not had the opportunity to have experience as a teacher in the area of

mathematics or in any other.

1.1 Explain how you would design the planning of a math class.

The design of a math class planning is:

As a teacher, I would make decisions about which strategies, which activities, which resources, and what

materials I would use and how to implement them in the class so that our student

they can achieve the learning outcome that I have already determined.

It is necessary to consider three important moments to start a math class

what are they like:

Beginning: it is the purpose with which I must start the class, the initial motivation towards the topic and

review the prior knowledge of each student, therefore it is important to start with the topic

center of the class.

Development: Present the topic using examples to put into practice what has been learned

this way I can verify if they are learning.

Closure: In this part, it is important to synthesize what you are learning; for this, it is necessary

summarize the most important ideas that have been worked on during the class allowing for

they participate.

1.2 If you have already passed any of the following courses: pedagogy, learning theories, theories

curriculares, didáctica, didácticas de las matemáticas, evaluación, evaluación de las matemáticas

(what are the basic prior knowledge to develop this course).

The basic knowledge that the student has to start this process of

learning which is necessary to carry out the constructive activity that it entails

to be able to learn something in a meaningful way.

For this, it is necessary to determine the students' willingness to carry out the

learning process. The level of personal balance of the student, their self-image and

self-esteem, their previous learning experiences, their ability to take risks and

efforts, to ask, give and receive help are some personal aspects that play a role

an important role in the student's disposition towards learning.

1.2.1 explain how those courses would contribute to the design or planning of your class for the

teaching of mathematics.

The contribution it has in lesson planning is the interaction with everyday life.

people and different experiences, with the environment that provides knowledge for
 interpret concepts and build previous knowledge that tends to be quite stable and

resistant to change.

1.2.2 how they would contribute in the form, in the model or in the tactics to develop the action

pedagógica (enseñanza aprendizaje evaluación), explique el aporte, la contribución de cada uno

of those courses (approved) in the pedagogical practice during the teaching-learning process

and evaluation of mathematics.

Pedagogical action:

To ensure that students achieve the best academic results to support a better

performance in their future life, thus being able to help place them in a prominent position in the

national and international context.

Reason why a development can be implemented that aims to promote and sustain the

educational quality, based on three important items such as: competence standards,

evaluations and Improvement Plans.

Standards are benchmarks that indicate a path regarding what one must know and be able to do.

one child in each grade and basic area of knowledge.

The evaluations are a formal mechanism of information that allows to identify what

We must improve.

Improvement plans realize those opportunities for improvement,

 CONCLUSIONS

Understand the importance of the relationship of the topics according to the teaching syllabus.

Mathematics in our teacher training

Relate the benefits and difficulties in the teaching process in the

mathematics

Highlight the importance of mathematical reasoning in relation to mathematics.

Describe and reflect on how we approach mathematics from our fields of

current job