Resumo

TRIANA-MUNOZ, Mónica María; CEBALLOS-LONDONO, Juan Fernando  e  VILLA-OCHOA, Jhony Alexander. A methodological and conceptual dimension of a tool for the evaluation of Virtual Learning Objects. The case of fractions. Entramado [online]. 2016, vol.12, n.2, pp.166-186. ISSN 1900-3803.  https://doi.org/10.18041/entramado.2016v12n2.24219.

Studies about the subject of valuation of virtual learning objects have contributed with instruments which are largely designed to serve the generality of structural aspects and they have not gone deeply in methodological aspects or they have attended intrinsic peculiarities of discipline-specific knowledge, which suggested the need to propose and investigate on the definition of the characteristics of a measurement instrument attending to the particularities of mathematics and their contents. To strengthen the construction of the instrument for the evaluation of virtual learning objects it was reached the conclusion that this should address the relationship between the content, pedagogy and technology, aspects that deepens in the theoretical framework of research. An instrument of didactic-conceptual character which encompasses several dimensions, and has general guidelines for subjects in the area of mathematics, in particular for the teaching of fractions, providing a space for participation to the Teacher for the construction of the instrument as such. The assessment instrument was validated in several stages, where they were involved math teachers from different educational levels. As a result of this research process emerged an instrument named "Valuation ofVirtual Learning Objects for Teaching Fractions", which sought to fill the empty structural and content identified in other existing instruments.

Palavras-chave : OVA; ICT; teacher education; instrument and valuation criteria.

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