Epistemological Obstacles Inherent to Fractions: A Study Based on Ancient Civilizations
The epistemological obstacles generated by the concept of fractions pose a significant challenge to the teaching and learning process, particularly since its origins lie in the practical problem-solving of social life. This study aims to identify the intrinsic epistemological obstacles in the histor...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista Baiana de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/20001 |
| Acceso en línea: | https://www.revistas.uneb.br/baeducmatematica/article/view/20001 |
| Access Level: | acceso abierto |
| Palabra clave: | História da Matemática Obstáculos Epistemológicos Fração History of Mathematics Epistemological Obstacles Fraction Historia de las Matemáticas Fracción |
| Sumario: | The epistemological obstacles generated by the concept of fractions pose a significant challenge to the teaching and learning process, particularly since its origins lie in the practical problem-solving of social life. This study aims to identify the intrinsic epistemological obstacles in the historical construction of fractions, drawing on the Egyptian, Mesopotamian, Greek, and Hindu civilizations. This qualitative research is grounded in the theory of epistemological obstacles proposed by the French philosopher Gaston Bachelard. A bibliographic review was conducted of five history of mathematics books that present historical aspects of fractions and, consequently, epistemological obstacles, allowing for an analysis of the evolution and assimilation of fractions in the Egyptian, Mesopotamian, Greek, and Hindu civilizations. The results reveal that, regardless of the development of fractions in different civilizations, the obstacle of "The First Experience" is evident, manifested in the knowledge of natural numbers and the difficulty in accepting fractions as numbers. |
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