Evaluation strategies in the teaching of factorization algorithms in the ninth grade of Secondary Education
Abstract
In this article have been described the assessment strategies of the factorization algorithms in ninth grade of Secondary Education. It was about a qualitative study supported by a phenomenological design, where an interview was given to seven Secondary Mathematics teachers with the purpose of specifying the individual subjective experiences of the participants of the assessment. The main results state that the teacher evaluates the teaching of factorization with methodological strategies, didactic resources, technological, criteria and instruments of evaluation and registry of diagnostic evaluation. In conclusion, the evaluation of learning is useful, flexible and valid for making decisions in the linking of cognition and affectivity, as well as, to propose teaching situations that improve the learning of students' mathematics.
Downloads
El autor mantiene los derechos morales y permite la cesión gratuita, exclusiva y por plazo indefinido de sus derechos patrimoniales de autoría a la Universidad de las Regiones Autónomas de la Costa Caribe Nicaraguense (URACCAN).
