Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal on Mathematics Education
Díaz, Verónica
Unknown Affiliation
Education Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Types of beliefs of secondary school students in southern Chile Díaz, Verónica; Castro, Luisa; Río, Pamela del
Journal on Mathematics Education Vol. 13 No. 3 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i3.pp465-478

Abstract

Research in mathematics education has shown that individuals' beliefs play a fundamental role in their responses to and interest in mathematics and their application of these beliefs in real-life situations. Although the literature related to the affective domain in general, and beliefs in particular, has explored the relationship between beliefs and student educational level, there still needs to be a research gap regarding the empirical testing of this variable in the context of secondary mathematics education in Chile. Therefore, the present study, with a quantitative and exploratory methodology, aims to fill this gap by adapting the Mathematics-Related Beliefs Questionnaire MRBQ to describe and analyze students' beliefs in mathematics at two levels of secondary education. The main results of the study indicate that mostly positive beliefs are observed in the three types of beliefs studied: Beliefs about the social context, about self-concept, and mathematics education, highlighting the dimension of beliefs about the social context or classroom environment, in which students showed a highly positive perception of the role of the mathematics teacher.
Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training Díaz, Verónica; Hernández-Díaz, Alejandro; Oval, Carmen
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp925-944

Abstract

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.
Co-Authors Castro, Luisa Hernández-Díaz, Alejandro Oval, Carmen Río, Pamela del