English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article reports the characterization of the teaching practice of a teacher when she implements a task design on the exponential function that integrates GeoGebra. For the configuration of the task design and the analysis of the implementation, the Instrumental Orchestration was taken into account as a theoretical approach, particularly its dimensions, elements and types. To carry out the research, the case study was used, in which a mathematics teacher participated. The analysis shows that, for the most part, the decisions made by the teacher in the implementation of the design contributed, in some way, in the development of the tasks by the students and in the exposition and evaluation of the strategies and reasoning. employed by them. Thus, although the design is structured, it is susceptible to modifications by Karen Gisel Campo-Meneses, Gilbert Andrés Cruz Rojas Revista Paradigma (Extra 2), Vol. XLI, agosto de 2020 / 125 – 146 the teacher according to the context of implementation and its didactic intentions, as long as it does not depart from the objectives proposed in its didactic configuration.

Caracterización de la práctica de una profesora al implementar un diseño sobre la función exponencial que integra GeoGebra