Tendencias cognitivas y procesos de abstracción en el aprendizaje del Álgebra y de la Geometría
In the present paper we discuss eleven kinds of phenomena which make themselves manifest at the time students are learning new mathematical concepts and operations. These phenomena can be observed both in the classroom and during clinical interviews. When learning mathematics, new rules are constant...
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| Tipo de documento: | artigo |
| Data de publicação: | 1993 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | espanhol |
| OAI Identifier: | oai:ddd.uab.cat:23386 |
| Acesso em linha: | https://ddd.uab.cat/record/23386 https://dx.doi.org/urn:doi:10.5565/rev/ensciencias.4531 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Resolució d'equacions Teorema de Thales Sistemes matemàtics de signes (SMS) Abreviació de textos Dotació de sentits intermedis Abstracció i cognició Anàlisi historicocrític de texts matemàtics |
| Resumo: | In the present paper we discuss eleven kinds of phenomena which make themselves manifest at the time students are learning new mathematical concepts and operations. These phenomena can be observed both in the classroom and during clinical interviews. When learning mathematics, new rules are constantly being formed, due to the fact that new ways are found to extend conceptual networks previously developed. A central aspect in this point of view is the idea of sense, as opposed to meaning, when speaking about an MSS. In all the cornments, we have tried to distinguish between these two notions: meaning and sense. |
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