Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0)Rojas Velázquez, Osvaldo JesusFonseca Vizcaya, Luz Marina2024-02-212024-02-212023-12-02http://repositorio.uan.edu.co/handle/123456789/9324The development of mathematical thinking through a robust teaching and learning process allows for significant cognitive achievements in high school students. This process favors the acquisition of fundamental skills and abilities to understand, study and use mathematical concepts, establish connections and relationships between them to advance in problem solving in a systematic way. It also contributes to the construction of arguments to validate and represent objects abstractly, benefits the communication of mathematical ideas and stimulates creativity.El desarrollo del pensamiento matemático mediante un robusto proceso de enseñanza y aprendizaje permite alcances cognitivos significativos en los estudiantes de básica secundaria. Este proceso favorece la adquisición de habilidades y capacidades fundamentales para estudiar, comprender y usar conceptos matemáticos, establecer conexiones y relaciones entre ellos para avanzar en la resolución de problemas de manera sistemática.spaAcceso abiertoDoctorado en MatemáticaTesis y disertaciones (Maestría y/o Doctorado)PhD in Mathematicsinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Abel, T., Searcy, M. & Salinas, T. (2020). Sense-making with the mathematical modelling process: Developing a framework for faculty practice. In Mathematical modelling education and sense-making (pp. 119- 128). Springer, Cham.Alsina, À. (2009). El aprendizaje realista: una contribución de la investigación en Educación Matemática a la formación del profesorado.Ancona, D. (2012). Framing and Acting in the Unknown. S. Snook, N. Nohria, & R. Khurana, the handbook for teaching leadership, 3(19), 198-217.Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational studies in mathematics, 52(3), 215-241.Ayllón, M., Gómez, I. & Ballesta, J. (2016). Mathematical Thinking and Creativity through Mathematical Problem Posing and Solving. Journal of Educational Psychology-Propósitos y Representaciones, 4(1), 195-218.Barrantes, H. (2019). Simetría y transformaciones geométricas en el plano, algunas ideas para su enseñanza. Cuadernos, 18.Balyakin, A. & Chempinsky, L. (2020). Experience of teaching geometric modeling at schools and universities. In Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012042). IOP Publishing.Beckschulte, C. (2020). Mathematical modelling with a solution plan: An intervention study about the development of grade 9 students’ modelling competencies. In Mathematical Modelling Education and Sense-making (pp. 129-138). Springer, Cham.Biccard, P. (2020). Sense-making in Modelling Tasks: What Can We Learn from Other Domains? In Mathematical Modelling Education and Sense-making (pp. 223-236). Springer, Cham.Blomhøj, M. (2019). Towards Integration of Modelling in Secondary Mathematics Teaching. In Lines of Inquiry in Mathematical Modelling Research in Education (pp. 37-52). Springer, Cham.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/