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      Recorridos de Estudio e Investigación: Una propuesta dentro de la teoría antropológica de lo didáctico para la creación de secuencias de enseñanza y aprendizaje Translated title: Trajectories of Study and Research: A proposal within anthropological theory of the didactic for the creation of teaching and learning sequence

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          Abstract

          En este trabajo se avanza, amplía y completa un nuevo dispositivo didáctico: los Recorridos de Estudio e Investigación (REI) que estamos diseñando y experimentando dentro de la Teoría Antropológica de lo Didáctico (TAD). Los REI aparecen como una nueva estrategia que quiere contribuir a desarrollar secuencias de enseñanza y aprendizaje que podamos trasladar a la institución escolar. Sitúan el foco del proceso de estudio de la actividad matemática en su carácter instrumental y la herramienta informática (calculadora simbólica) está pensada para favorecer ese proceso de estudio. Los REI recuperan la “razón de ser” de la actividad matemática y pretenden caminar hacia una convergencia entre los conocimientos impartidos en la escuela y la sociedad. Después de precisar la noción de REI, lo utilizaremos para crear una secuencia de enseñanza y aprendizaje en torno a la “diagonalización de matrices” a partir de una cuestión problemática extramatemática potente, rica y muy versátil que transita de Secundaria a la Universidad.

          Translated abstract

          In this work we progress, extend and complete a new didactical device: the Trajectories of Study and Research (TSR) that we are designing and experimenting inside the Anthropological Theory of the Didactics (ATD). The TSR appear as a new strategy that wants to contribute with the development of sequences of teaching and learning which can be applied in the scholar institution. They put the focus of the process of study of the mathematical activity in its instrumental character and the computer tool (symbolic calculator) is designed to help this process of study. The TSR recover the “raison d’ètre” of the mathematical activity and try to walk towards a convergence between the knowledge given at school and the society. After to precise the notion of TSR, we’ll use it to create a sequence of teaching and learning around the matrices diagonalization from a powerful extramathematical problematic question, rich and very versatile that goes from the Secondary School to the University.

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          Most cited references21

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          L’analise des pratiques enseignantes en théorie antropologique du didactique

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            Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work

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              Mathematics and plausible reasoning

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                Author and article information

                Contributors
                Role: ND
                Journal
                pdg
                Paradígma
                Paradígma
                Universidad Pedagogica Experimental Libertador (Maracay )
                1011-2251
                June 2011
                : 32
                : 1
                : 55-70
                Affiliations
                [1 ] Universidad de Vigo España
                Article
                S1011-22512011000100004
                3b3965f5-922b-4ba3-9939-5f241a5064f2

                http://creativecommons.org/licenses/by/4.0/

                History
                Product

                SciELO Venezuela

                Self URI (journal page): http://www.scielo.org.ve/scielo.php?script=sci_serial&pid=1011-2251&lng=en
                Categories
                EDUCATION & EDUCATIONAL RESEARCH

                Educational research & Statistics
                Trajectory of Study and Research,sequence of teaching and learning,mathematical modeling,convergency between school and society,raison d’ètre,matrices diagonalization,Recorrido de Estudio e Investigación,secuencias de enseñanza y aprendizaje,modelización matemática

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