LEADER 02341nam 2200349 450 001 9910688277003321 005 20230626154829.0 035 $a(CKB)5580000000514213 035 $a(NjHacI)995580000000514213 035 $a(EXLCZ)995580000000514213 100 $a20230626d2022 uy 0 101 0 $aspa 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aUso del software GeoGebra en el aprendizaje de las funciones cuadra?ticas /$fFranklin Surichaqui-Gutierrez [and five others] 210 1$aPuno :$cInstituto Universitario de Innovacio?n Ciencia y Tecnologi?a Inudi Peru?,$d2022. 215 $a1 online resource (87 pages) $cillustrations 311 $a612-50-6951-6 320 $aIncludes bibliographical references. 330 $aEste libro es una adaptacio?n de una investigacio?n presentada a la Universidad Nacional Hermilio Valdiza?n, cuyo objetivo fue demostrar la influencia del uso del software GeoGebra en el aprendizaje de funciones cuadra?ticas en los estudiantes de educacio?n superior universitaria. Fue un estudio cuasi experimental con un grupo, cuantitativo, longitudinal y anali?tico con una poblacio?n 54 estudiantes matriculados, a quienes se les aplico? cuestionarios previamente validados y confiables segu?n juicio de un experto. El ana?lisis inferencial fue mediante prueba parame?trica de T student para dos muestras emparejadas, previa prueba de normalidad Kolmogorov-Smirnov para p ± 0.05, apoyados en el programa SPSS Versio?n 23. Se comprobo? el efecto positivo del Software GeoGebra en el aprendizaje conceptual, procedimental de las funciones reales en el grupo de estudio, comparando antes y despue?s de su aplicacio?n, donde se evidencio? el aprendizaje mediante el ana?lisis inferencial. Se concluyo? que es positivo continuar con el uso de dicho software matema?tico en la ensen?anza- aprendizaje de los cursos de matema?tica. 606 $aQuadratic programming 615 0$aQuadratic programming. 676 $a519.7 700 $aSurichaqui-Gutierrez$b Franklin$01367752 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910688277003321 996 $aUso del software GeoGebra en el aprendizaje de las funciones cuadra?ticas$93391551 997 $aUNINA LEADER 04890nam 2200829Ia 450 001 9910964277903321 005 20251117062855.0 010 $a9786612135873 010 $a9781847698858 010 $a1847698859 010 $a9781282135871 010 $a1282135872 010 $a9781847691767 010 $a1847691765 024 7 $a10.21832/9781847691767 035 $a(CKB)1000000000767724 035 $a(EBL)449872 035 $a(OCoLC)593239907 035 $a(SSID)ssj0000299401 035 $a(PQKBManifestationID)11229110 035 $a(PQKBTitleCode)TC0000299401 035 $a(PQKBWorkID)10241962 035 $a(PQKB)10434084 035 $a(MiAaPQ)EBC449872 035 $a(DE-B1597)491353 035 $a(OCoLC)712985008 035 $a(DE-B1597)9781847691767 035 $a(Au-PeEL)EBL449872 035 $a(CaPaEBR)ebr10310841 035 $a(CaONFJC)MIL213587 035 $a(OCoLC)935268274 035 $a(MiAaPQ)EBC31778102 035 $a(Au-PeEL)EBL31778102 035 $a(Perlego)571537 035 $a(EXLCZ)991000000000767724 100 $a20090504d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aImplicit and explicit knowledge in second language learning, testing and teaching /$fRod Ellis ...[et al.] 205 $a1st ed. 210 $aBuffalo $cMultilingual Matters$d2009 215 $a1 online resource (403 p.) 225 0 $aSecond language acquisition ;$v42 300 $aDescription based upon print version of record. 311 08$a9781847691743 311 08$a1847691749 311 08$a9781847691750 311 08$a1847691757 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAuthors -- $tPreface -- $t1. Implicit and Explicit Learning, Knowledge and Instruction -- $t2. Measuring Implicit and Explicit Knowledge of a Second Language -- $t3. The Elicited Oral Imitation Test as a Measure of Implicit Knowledge -- $t4. Grammaticality Judgment Tests and the Measurement of Implicit and Explicit L2 Knowledge -- $t5. Validating a Test of Metalinguistic Knowledge -- $t6. Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge -- $t7. Implicit and Explicit Knowledge of an L2 and Language Proficiency -- $t8. Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language -- $t9. Exploring the Explicit Knowledge of TESOL Teacher Trainees: Implications for Focus on Form in the Classroom -- $t10. The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge -- $t11. The Incidental Acquisition of Third Person -s as Implicit and Explicit Knowledge -- $t12. The Effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge -- $t13. Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar -- $t14. Retrospect and Prospect -- $tAppendix -- $tReferences -- $tIndex 330 $aThe implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners? language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition. 410 0$aSecond Language Acquisition 606 $aSecond language acquisition 606 $aLanguage and languages$xStudy and teaching 615 0$aSecond language acquisition. 615 0$aLanguage and languages$xStudy and teaching. 676 $a418.0071 700 $aEllis$b Rod$0168759 702 $aElder$b C$g(Catherine),$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aErlam$b Rosemary$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aLoewen$b Shawn$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aPhilp$b Jenefer$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910964277903321 996 $aImplicit and explicit knowledge in second language learning, testing and teaching$94466859 997 $aUNINA