Bibliographic citations
Pomalaya, D., (2020). Estimulación de la capacidad creadora de problemas por variación, sobre proporcionalidad, en docentes de matemática de las carreras de comunicaciones de una universidad privada de Lima. [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/17402
Pomalaya, D., Estimulación de la capacidad creadora de problemas por variación, sobre proporcionalidad, en docentes de matemática de las carreras de comunicaciones de una universidad privada de Lima. []. PE: Pontificia Universidad Católica del Perú; 2020. http://hdl.handle.net/20.500.12404/17402
@mastersthesis{sunedu/2651610,
title = "Estimulación de la capacidad creadora de problemas por variación, sobre proporcionalidad, en docentes de matemática de las carreras de comunicaciones de una universidad privada de Lima.",
author = "Pomalaya Velasquez, Douglas Alcides",
publisher = "Pontificia Universidad Católica del Perú",
year = "2020"
}
The present research work has the general objective of analyzing whether the Episode, Pre problem and Pos problem (EPP) strategy of Malaspina (2017), stimulates the ability to problems posing by variation on proportionality, in a group teachers of the communications degrees from a private university in Lima. This research is justified due to the fact that there are various national and international works that precede ours, addressing the problem posing, in particular, the problem posing by variation. To achieve the proposed objective, a problem posing workshop was implemented at the Peruvian University of Applied Sciences (UPC). To order the information presented in this investigation, the phases contemplated in the Qualitative Methodology of Latorre (1996) are followed. We consider as study subjects two teachers attending all the sequences of activities proposed in the workshop. In addition, to understand and analyze the problem posing by these teachers, interviews and analysis of their production are used through headings adapted from the work of Matínez (2015) and Aguilar (2018), taking into account flexibility, originality and fluidity according to what worked in Malaspina (2014). To identify if the EPP strategy meets the stated objective, we examined the rubrics of a diagnostic test, a class episode and an exit test applied before, during and after the workshop respectively. In this way, it is possible to show favorable changes in the problems created by teachers. Finally, it is concluded that the EPP strategy manages to stimulate the ability to problem posing by variation over proportionality in the study subjects of this research.
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