Un modelo de análisis de competencias matemáticas en un entorno interactivo

**Autor:**
Marcos Lorenzón, Guillermina;

**Tipo de documento:**
Tesis

**Director/es:**
Fortuny Aymemi, Josep María; **Murillo Ramón, Jesús**;

**Universidad:**
Universidad de La Rioja

**Año:**
2008

**Resumen:**
In this work of investigation, a model has been implemented and analyzed to encourage the development of some mathematical competences in Secondary Education students, when they carry out collaborative work in an interactive learning environment using information technology.
We have analyzed the efficiency of this interactive environment related to the development of some particular mathematical competences, i. e. the learning of geometry and mathematical communicative competence; and establishing relations between these two dimensions of analysis.
Also, we have implemented some strategies for the design of the activities that allow for the diversity. These strategies, which basically consist of a system of "progressive aids" and "diversifications", have constituted a powerful tool to give a strategic answer to the problem of the attention to diversity, making it possible that each student develops to the maximum of his or her potential in relation to that activity; a valuable tool to be applied in other contexts of learning.
To allow the analysis of the learning of geometry and the development of the mathematical communicative competence during the process, we have designed and applied instruments of specific analyses.
The instrument designed and used for the study of learning of geometry allows the study of the "itinerary of resolution" to be carried out by each pupil, and gives relevant information for the study of the process, establishing the complexity of the resultant activity for each term of reference in each particular case and evaluating the evolution of each student.
The instrument designed to evaluate the development of the Communicative Competence formed by some components of its corresponding indicators, allow the analysis of the "geometric academic discourses" produced by the pupil as part of the resolution of problems, establishing the general level of the pupil at each stage in the learning process and evaluating the evolution of pupil during that process.