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dc.contributor.authorBerlinski, Samuel
dc.contributor.authorBusso, Matías
dc.date.accessioned2016-03-07T19:27:06Z
dc.date.available2016-03-07T19:27:06Z
dc.date.issued2015-02
dc.identifier.urihttp://hdl.handle.net/123456789/4127
dc.description.abstractThis paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student-teacher interaction. The quality of such interaction deteriorated during the intervention.es_ES
dc.language.isoenes_ES
dc.publisherBIDes_ES
dc.relation.ispartofseriesIDB Working Paper Series;561
dc.subjectEnseñanza de las matemáticases_ES
dc.subjectEvaluación del rendimiento escolares_ES
dc.subjectReforma curriculares_ES
dc.subjectReforma de la educaciónes_ES
dc.subjectAprendizaje activoes_ES
dc.subjectActitud del docentees_ES
dc.subjectDesarrollo de las habilidadeses_ES
dc.subjectCosta Ricaes_ES
dc.subjectTecnología de la informaciónes_ES
dc.subjectTecnología de la comunicaciónes_ES
dc.subjectFormación docentees_ES
dc.titleChallenges in Educational Reform : an Experiment on Active Learning in Mathematicses_ES
dc.typeWorking Paperes_ES


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