Creative Mathematical Activity and Developing Mathematical Talent Through the Praxeological Model
This paper presents a theoretical model for the study of mathematical talent, grounded in the Anthropological Theory of Didactics (ATD) and the notion of creativity. This model proposes two components of creative mathematical activity: the mathematical component, which supports mathematical techniqu...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Revista Electrónica de Investigacion Educativa |
| Idioma: | español inglés |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/4167 |
| Acceso en línea: | https://redie.uabc.mx/redie/article/view/4167 |
| Access Level: | acceso abierto |
| Palabra clave: | creatividad talento generalización matemáticas creativity talent generalization mathematics |
| Sumario: | This paper presents a theoretical model for the study of mathematical talent, grounded in the Anthropological Theory of Didactics (ATD) and the notion of creativity. This model proposes two components of creative mathematical activity: the mathematical component, which supports mathematical techniques; and the creative component, defined by four functions: producing new techniques, optimizing techniques, considering tasks from different angles, and adapting a technique. Based on the theoretical model and a reference epistemological model on infinite sequences, a learning design comprising six problem situations was developed and then implemented in an institution established to foster mathematical talent. The analysis of two tasks performed by a pair of children offers a case study that illustrates how tackling challenging tasks of the same kind, in a favorable institutional setting, makes it possible to develop mathematical talent. |
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