Uldarico Malaspina- Dr.
- Professor (Full) at Pontifical Catholic University of Peru
Uldarico Malaspina
- Dr.
- Professor (Full) at Pontifical Catholic University of Peru
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Introduction
Skills and Expertise
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Publications
Publications (40)
Bajo el título Piaget entre nosotros se ha reunido un conjunto de estudios acerca de temas piagetanos realizados por autores peruanos. Todos estos trabajos han sido editados especialmente para ser publicados en este volumen y reorganizados en cuatro grandes ejes temáticos, incluyendo artículos teóricos e investigaciones empíricas. Algunas de estas...
En este libro se ofrece un conjunto de temas matemáticos que se consideran esenciales para hacer análisis económico riguroso. El tratamiento pretende ser lo suficientemente didáctico, buscando una fácil comprensión de quienes no han hecho un estudioformal y riguroso de los conceptos matemáticos. Aunque se hacen algunas demostraciones, el éesis está...
Presentamos nuestro enfoque sobre creación de problemas de matemáticas y, en ese marco, la creación de juegos. Consideramos que este enfoque integrado contribuye a estimular el pensamiento matemático de los/as niños/as y a desarrollar las competencias didáctico-matemáticas de los/as profesores/as, teniendo en cuenta las emociones positivas que se g...
In this paper, we make a qualitative analysis of didactic experiments performed with five 6 to 10-year-old children and five primary school teachers, starting from a structured game with probabilistic elements. The fundamental idea is to stimulate probabilistic thinking not only by playing a card game with decision making in uncertain situations, b...
Problem posing has long been recognized as a critically important intellectual activity in scientific investigation (Cai, Hwang, Jiang, & Silber, 2015). There are empirical studies that use problem posing activities to improve the teachers’ mathematical practices. Therefore, our study focuses in the didactic analysis competence. Our central researc...
Se destaca la importancia de las emociones positivas en la enseñanza y aprendizaje de las matemáticas y el juego como generador de estas emociones. En este contexto y en el marco de la creación de problemas, se presenta la invención de juegos que estimulen el pensamiento matemático. Las experiencias lúdicas desarrolladas con niños y en talleres con...
This paper presents and analyzes the experiences of a one-semester university course designed with the goal of proposing innovative methodologies for training basic education teachers. Within the context of an interactive and interdisciplinary course, each team of students used design thinking tools (design research, ideation, prototyping, gatherin...
All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This Open Access book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Bolivia, Ecuador, Paraguay and Peru, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives.
In February 2016, the 5th Capacity and Networking Project (CANP) workshop o...
As part of an APEC educational project on the cross-cutting concept of energy, researchers and teachers from 6 countries spent 8 months designing, testing and implementing a pilot STEM public class with two schools from Chile and one from the US. One of the researchers taught a lesson from a school in Chile, with a live transmission to the other tw...
This survey book reviews four interrelated areas: (i) the relevance of heuristics in problem-solving approaches – why they are important and what research tells us about their use; (ii) the need to characterize and foster creative problem-solving approaches – what type of heuristics helps learners devise and practice creative solutions; (iii) the i...
Problem solving in mathematics education has been a prominent research field that aims at understanding and relating the processes involved in solving problems to students’ development of mathematical knowledge and problem solving competencies. The accumulated knowledge and field developments include conceptual frameworks to characterize learners’...
The main objective of this investigation is to develop didactic reflection in future primary school mathematics teachers regarding what makes a good problem. The sample consisted of 36 university students from the class on the Didactics of Geometry for Primary School Education. Surveys, expert article readings, group discussions, problem solving an...
The main objective of this investigation is to develop didactic reflection in future primary school mathematics teachers regarding what makes a good problem. The sample consisted of 36 university students from the class on the Didactics of Geometry for Primary School Education. Surveys, expert article readings, group discussions, problem solving an...
Malaspina, U., Mallart, A., & Font, V. (2015). Development of teachers’ mathematical and didactic competencies by means of problem posing. Proceedings of the 9th Congress of the European Society for Research in Mathematics Education (en prensa). Prague, Czech Republic.
This paper presents exploratory studies on the competence of creating problems within the framework of a project to be developed extensively in 2012, using the onto-semiotic approach to cognition and mathematics instruction (OSA) as the theoretical framework. It describes the importance of competence to create problems in mathematics teachers at al...
Se presenta un macroproyecto que pretende aportar nuevos conocimientos, propuestas instruccionales y recursos metodológicos para el desarrollo de competencias profesionales en matemáticas y su didáctica, en la formación inicial de profesores de secundaria. Así mismo, se analiza cómo se desarrollan y regulan formativamente las competencias de los fu...
This article presents the partial results obtained in the first stage of the research, which sought to answer the following
questions: (a) What is the role of intuition in university students' solutions to optimization problems? (b) What is the role
of rigor in university students' solutions to optimization problems? (c) How is the combination of i...
En este artículo analizamos cualitativa y cuantitativamente las soluciones de 38 estudiantes de ingeniería a dos problemas de optimización. Ocupamos un protocolo ad hoc y las herramientas teóricas configuración epistémica y configuración cognitiva, propuestas por el enfoque ontosemiótico del conocimiento matemático. Los resultados indican que hay d...
In this article we make a qualitative and quantitative analysis of the solutions of 38 engineering students to two optimization problems. We use an ad hoc protocol and epistemic configuration and cognitive configuration theoretic tools, proposed by the ontosemiotic approach of mathematical knowledge. The results indicate deficiencies in the use of...
En el presente artículo se muestran los resultados de un estudio preliminar sobre algunas percepciones de los ingresantes a la Pontificia Universidad Católica del Perú, acerca de la enseñanza y aprendizaje de las matemáticas en la secundaria, el uso de materiales en sus colegios y las actitudes hacia la matemática queestudian.
Game Theory should be included in the undergraduate programs of many majors, specially in those of economics, business administration, industrial engineering and, of course, of mathematics and statistics. It becomes indispensable in a globalized and technified society to become acquainted with theoretic points of view that help make decisions in co...
In this paper we establish a link between the Onto-Semiotic Approach to mathematics cognition and instruction (Godino, Batanero and Font, 2007) and the Cognitive Science of Mathematics (Lakoff and Núñez, 2000). We use an a priori characterization of "optimizing intuition" as the context for reflection.
In this paper we establish a link between the onto-semiotic approach (OSA) to mathematics cognition and instruction, APOS theory and the cognitive science of mathematics (CSM) as regards their use of the concept 'mathematical object'. It is argued that the notion of object used in the OSA does not contradict that employed by APOS theory or the CSM,...
This study investigates the professional competence of a group of pre-service secondary-school mathematics teachers with respect to assessing the mathematical competencies set out in the PISA 2003 report. It considers only those theoretical constructs proposed by this report. The research is descriptive in nature and includes a case study. The resu...
