Constructive, self-regulatory, situated and collaborative learning: an approach to the acquisition of the adaptative competency in mathematics.
Aprendizaje constructivo, autorregulado, situado y colaborativo: un acercamiento a la adquisición de la competencia adaptativa (matemática).
| 2015 | |
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aprendizaje constructivo autorregulación competencia adaptativa matemáticas educación primaria constructive learning self regulation adaptative competency mathematics primary |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/690
https://hdl.handle.net/10895/3871 |
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| Acceso abierto |
| Sumario: | Abstract. Currently, in a learning society, education should focus on promoting Adaptive Competition (AC) which is defined as the ability to flexibly apply knowledge and skills in different contexts. This article discusses three questions: What should students learn to acquire the AC in a particular field? What are the features that are required in a productive learning process for AC? How can stimulate and extend this learning through instruction? This paper presents an illustrative study focused on the design of a learning environment to improve the competence of problem solving in primary school students. The final dimensions indicate the challenges of implementing innovative learning environments. |
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