Citas bibligráficas
Garcia, S., (2021). La implementación de video-lecciones para mejorar la comprensión matemática de estudiantes de 5° grado de primaria de un colegio público de Lima Metropolitana, en el marco de la enseñanza remota de emergencia [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18896
Garcia, S., La implementación de video-lecciones para mejorar la comprensión matemática de estudiantes de 5° grado de primaria de un colegio público de Lima Metropolitana, en el marco de la enseñanza remota de emergencia []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18896
@misc{sunedu/2655810,
title = "La implementación de video-lecciones para mejorar la comprensión matemática de estudiantes de 5° grado de primaria de un colegio público de Lima Metropolitana, en el marco de la enseñanza remota de emergencia",
author = "Garcia Herrera, Sergio Guillermo",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Mathematical learning should involve, asides from the application of definitions and procedures, appropriate justification and reasoning. However, in an emergency remote teaching context, this poses a challenge for students with limited access to remote synchronous lessons. From the identification of this situation in a classroom, the following problem arises: How to improve the mathematical understanding of 5th grade students of a public school in Lima Metropolitana, within an emergency remote teaching context? Based on this, it is hypothesized that the implementation of video lectures can contribute to solving the problem. Therefore, the general objective of the study is the implementation and evaluation of video-lectures to improve the mathematical understanding of 5th grade students of a public school in Lima Metropolitana, within an emergency remote teaching context. To fulfill that purpose, the action-research methodology has been chosen and four instruments have been selected: two for the evaluation of video-lectures, built upon Godino and collaborators’ didactical suitability criteria; and two for the assessment of students' mathematical understanding, based on the Pirie-Kieren theory. The results of the study show that the video-lectures, to the extent that they met the didactical suitability criteria, fostered the growth of students' mathematical understanding
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