Pedro Puig Adam y el método heurístico en la enseñanza de las matemáticas en España
This paper is set in the context of the History of Mathematics Education and aims to analyse how Puig Adam (1900-1960), professor at the San Isidro Institute in Madrid, implemented the heuristic method in the teaching of mathematics in secondary education in Spain. In order to conduct this research,...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/162902 |
| Acceso en línea: | http://hdl.handle.net/10366/162902 |
| Access Level: | acceso abierto |
| Palabra clave: | Puig Adam mathematics education heuristic method Anthropological Theory of Didactics educación matemática método heurístico Teoría Antropológica de lo Didáctico |
| Sumario: | This paper is set in the context of the History of Mathematics Education and aims to analyse how Puig Adam (1900-1960), professor at the San Isidro Institute in Madrid, implemented the heuristic method in the teaching of mathematics in secondary education in Spain. In order to conduct this research, we have consulted the methodological works of heuristic nature that Puig Adam published throughout his professional career (1926-1960). Most relevant among this primary sources is his Didáctica matemática eurística, published in 1956 by the Instituto de Formación del Profesorado de Enseñanza Laboral. Our approach combines historical inquiry with the Anthropological Theory of Didactics (ATD) as a means to contrast and analyse the didactic praxeologies of two experiences of the heuristic method on direct proportionality, one by Professor Viedma Castaño, of the Baeza Institute, and the other by Puig Adam. This allows us to see how these two professors introduced contents planned for higher courses in the first year of the Bachillerato and demonstrates Puig Adam's concern to safeguard the active character of this method when applied to secondary education, which highlights the quality of the heuristic proposals that he designed. |
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