Sobre la emergencia del pensamiento algebraico temprano y su desarrollo en la educación primaria
| dc.contributor.author | Vergel Causado, Rodolfo | |
| dc.contributor.orcid | Vergel Causado, Rodolfo [0000-0002-0925-3982] | spa |
| dc.date.accessioned | 2024-06-13T14:09:39Z | |
| dc.date.available | 2024-06-13T14:09:39Z | |
| dc.date.created | 2015 | |
| dc.description | Una tradición curricular muy bien establecida nos ha llevado a pensar que la enseñanza del álgebra es un asunto de la escuela secundaria. La idea detrás de esta tradición es que, para entender álgebra, es necesario tener una base aritmética relativamente sólida. De hecho, muchos —y entre ellos incluimos no solamente a matemáticos y educadores matemáticos, sino también a filósofos, científicos y sicólogos del desarrollo, como Kant, Newton y Vygotsky, respectivamente— han considerado el álgebra como una extensión o generalización de la aritmética. ¿Cómo, dentro de esta línea de pensamiento, podría pensarse en enseñar álgebra si el estudiante no ha desarrollado suficiente- mente su base aritmética? (....) | spa |
| dc.description.abstract | A very well-established curricular tradition has led us to think that the teaching of algebra is a secondary school subject. The idea behind this tradition is that, to understand algebra, it is necessary to have a relatively solid arithmetic foundation. In fact, many—and among them we include not only mathematicians and mathematics educators, but also philosophers, scientists, and developmental psychologists, such as Kant, Newton, and Vygotsky, respectively—have considered algebra as an extension or generalization of arithmetic. How, within this line of thought, could we think about teaching algebra if the student has not sufficiently developed the arithmetic base of it? (....) | spa |
| dc.description.city | Bogotá | spa |
| dc.format.mimetype | spa | |
| dc.identifier.editorial | Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educación. | spa |
| dc.identifier.isbn | 978-958-8972-23-7 | spa |
| dc.identifier.isbn | 978-958-8972-24-4 | spa |
| dc.identifier.uri | http://hdl.handle.net/11349/36358 | |
| dc.relation.ispartofseries | Tesis doctoral: N° 4 | spa |
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| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights.acceso | Abierto (Texto Completo) | spa |
| dc.rights.accessrights | OpenAccess | spa |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.subject | Pensamiento algebraico | spa |
| dc.subject | Objetivación | spa |
| dc.subject | Semiótica | spa |
| dc.subject | Representación tabular | spa |
| dc.subject | Educación primaria | spa |
| dc.subject.keyword | Algebraic thinking | spa |
| dc.subject.keyword | Objectification | spa |
| dc.subject.keyword | Semiotic | spa |
| dc.subject.keyword | tabular representation | spa |
| dc.subject.lemb | Álgebra | spa |
| dc.subject.lemb | Matermáticas -- Enseñanza básica | spa |
| dc.subject.lemb | Análisis matemático | spa |
| dc.subject.lemb | Razonamiento | spa |
| dc.subject.lemb | Lógica | spa |
| dc.title | Sobre la emergencia del pensamiento algebraico temprano y su desarrollo en la educación primaria | spa |
| dc.title.alternative | Aspectos a considerar | spa |
| dc.title.titleenglish | On the emergence of early algebraic thinking and its development in primary education | spa |
| dc.type | book | spa |
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