La equipartición como obstáculo didáctico en la enseñanza de las fracciones
Tipo de documento
Autores
Lista de autores
Cortina, José, Zúñiga, Claudia y Visnovska, Jana
Resumen
Se plantea la conjetura de que el uso de la equipartición en la enseñanza inicial de las fracciones constituye un obstáculo didáctico. Retomando los análisis del concepto de fracción realizados por Hans Freudenthal, Patrick Thompson y Luis Saldanha, se explica por qué es razonable esperar que la equipartición oriente a los estudiantes a entender las fracciones en formas que dificultan el desarrollo de concepciones maduras de los números racionales.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Comprensión | Conocimiento | Didáctica francesa | Dificultades | Números racionales
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
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