Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0)Chacón Guerrero, Gerardo AntonioPerdomo Mosquera, Angela Goretti2024-02-212024-02-212023-12-02http://repositorio.uan.edu.co/handle/123456789/9326Communicative competence is the ability to communicate effectively in a specific language, and it goes beyond grammar and vocabulary, including a set of skills to interact appropriately in oral and written communications. The main objective of this research was to develop a local theory that describes and explains the use of communicative competence in the learning process of solving linear and quadratic equations, specifically in a flipped classroom environment, aimed at eighth-grade studentsLa competencia comunicativa es la habilidad de comunicarse eficazmente en un lenguaje específico, y va más allá de la gramática y el vocabulario, incluyendo un conjunto de habilidades para interactuar de forma adecuada en comunicaciones orales y escritas. El objetivo principal de esta investigación consistió en desarrollar una teoría local que describa y explique el uso de la competencia comunicativa en el proceso de aprendizaje de la resolución de ecuaciones lineales y cuadráticas, específicamente en un entorno de aula invertida, dirigido a estudiantes de grado octavospaAcceso abiertoDoctorado en MatemáticaTesis y disertaciones (Maestría y/o Doctorado)PhD in Mathematicsinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Argyle, M. (1976). Social skills theory. Children as teachers; theory and research on tutoring, 57-74.Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1(1-10), 1-10.Bauersfeld, H. (1995). Language games in mathematics classroom: Their function and their effects. En: Cobb, P., & Bauersfeld, H. (eds.). The Emergence of Mathematical Meaning: Interaction in Classroom Cultures, 271-292. New York, USA: Lawrence Erlbaum Associates, Hillsdale.Brendefur, J., & Frykholm, J. (2000). Promoting mathematical communication in the classroom: Two preservice teachers' conceptions and practices. Journal of mathematics Teacher education, 3(2), 125-153.Cáliz, S. R. S., Sepúlveda, S. J. R., & Rico, S. E. P. (2015). ¿Cómo influye la habilidad explicativa en la resolución de problemas? RECME-Revista Colombiana de Matemática Educativa.Canale, M. (2014). From communicative competence to communicative language pedagogy. In Language and communication (pp. 14-40). Routledge.Carpenter, T. P., & Levi, L. (2000). Developing conceptions of algebraic reasoning in the primary grades. Research Report. In Research Report: National Center for Improving Student Learning and Achievement in Mathematics and ScienceCevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. Zdm, 52(7), 1291-1305.Charmaz, K. (2014). Constructing grounded theory (2 ed.). Thousand Oaks, CA: Sage.Cobb, P., Perlwitz, M., & Underwood-Gregg, D. (1998). Individual construction, mathematical acculturation and the classroom community. Ed: Larochelle, M., Bernarz, N., and Garrison, J. Constructivism and Education. 63-80. Cambridge University Press.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/