Design-based research for generating learning opportunities in school mathematics in rural contexts
DOI:
https://doi.org/10.21803/penamer.18.37.889Keywords:
Design-Based Research, Learning Opportunities, Mathematical EducationAbstract
Introduction: In recent years, Design-Based Research (DBR) has been consolidating as fruitful and robust in the field of mathematical education since it facilitates the articulation between investigation and the real needs of instruction. However, limitations persist in terms of concrete examples of its application, especially in Doctoral research. Objective: Describe a route of the use of DBR in the generation of theorical and practical contributions, from a doctoral study, whose contribution was the construction of the construct of quality learning opportunities and of a methodology to generate these opportunities. Methodology: The research was installed in a qualitative paradigm, with descriptive scope. Through of a documentary review and a content analysis. Results: A route for the elaboration of doctoral studies is described following the phases of DBR, based on a specific case. From progressive refi-
nement of conjectures using hypothetical learning trajectories. Conclusion: DBR is presented as a solid methodological strategy that allows generating theoretical contributions while improving instructions
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