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dc.contributor.advisorCamargo Uribe, Ángelaspa
dc.contributor.authorArias Rivera, Martin Alfonsospa
dc.coverage.spatialBogotá, Colombia.spa
dc.coverage.temporal2019-2020spa
dc.date.accessioned2022-04-28T16:16:55Z
dc.date.available2022-04-28T16:16:55Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12209/17187
dc.description.abstractEste proyecto de investigación-acción, realizado con estudiantes de segundo grado, permitió examinar cómo la estrategia de enseñanza de matemáticas “Bansho” influye en las habilidades de escritura de EFL de los estudiantes de segundo grado bajo el marco de AICLE. Reveló que esta área de la alfabetización podría impulsarse y trabajarse considerando una exploración profunda de los posibles beneficios del enfoque derivado de la integración de metodologías de Matemáticas y el aprendizaje de EFL. Los hallazgos aportan información sobre la importancia de incrementar la visión significativa de la escritura y el aprendizaje cooperativo en esta decisiva etapa educativa. Del mismo modo, considerar métodos de áreas de contenido para respaldar altos niveles de competencia en inglés como lengua extranjera, incluidas ideas sobre formas más efectivas de ayudar a los estudiantes dentro de un entorno AICLE en el nivel de la escuela primaria.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAICLEspa
dc.subjectMatemáticasspa
dc.subjectBanshospa
dc.subjectEscritura en Inglésspa
dc.subjectAprendizaje cooperativospa
dc.titleBansho Mathematics strategy as a means for enhancing writing skills in second graders.spa
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.subject.keywordsMathematicseng
dc.subject.keywordsBanshoeng
dc.subject.keywordsEFL writingeng
dc.subject.keywordsCooperative learningeng
dc.rights.accessAcceso abiertospa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
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dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractenglishThis action research project, conducted with second-grade students, investigated how Bansho mathematics teaching strategy influences second graders' EFL writing skills under the CLIL framework. It revealed that this area of literacy could be boosted and worked by considering a depth exploration of the possible benefits of the engaging approach derived from the integration of Mathematics methodologies and EFL learning. The findings provide information about the importance of increasing the meaningful view of writing skills and cooperative learning at this decisive education stage. Likewise, considering content areas methods to support high EFL competence levels, including insights into more effective ways to help learners within a CLIL environment at the primary school level.eng
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


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