Naturaleza del razonamiento algebraico elemental
Tipo de documento
Lista de autores
Godino, Juan D., Castro, Walter Fernando, Aké, Lilia y Wilhelmi, Miguel R.
Resumen
La introducción del razonamiento algebraico en educación primaria es un tema de interés para la investigación e innovación curricular en didáctica de las matemáticas, y presupone una visión ampliada de la naturaleza del álgebra escolar. En este trabajo proponemos una manera de concebir el razonamiento algebraico, basada en los tipos de objetos y procesos matemáticos introducidos en el enfoque ontosemiótico del conocimiento matemático. En síntesis, la consideración de una práctica matemática como algebraica se basará en la intervención de procesos de generalización y simbolización, junto con otros objetos usualmente considerados como algebraicos, tales como relaciones binarias, operaciones, funciones y estructuras. Esta forma de concebir el álgebra elemental es contrastada con las caracterizaciones dadas por otros autores. Asimismo, proponemos una tipología de configuraciones algebraicas que permite definir grados de algebrización de la actividad matemática.
Fecha
2012
Tipo de fecha
Estado publicación
Términos clave
Álgebra | Conocimiento | Otro (marcos) | Razonamiento | Tareas
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Volumen
26
Número
42b
Rango páginas (artículo)
483-511
ISSN
19804415
Referencias
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