Procesos lógicos de centración y decantación
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2020-07-02
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Jaén: Universidad de Jaén
Resumen
Este trabajo se centra en la enseñanza de las Matemáticas. Pretende mostrar que es posible enseñar Matemáticas a través de actividades que permitan la resolución de problemas y el aprendizaje significativo de conocimientos matemáticos.
En este trabajo se ha realizado una pequeña indagación sobre los procesos de enseñanza-aprendizaje en las aulas, las metodologías empleadas, los papeles del profesorado y del alumnado en las diferentes actividades de aula y las técnicas o estrategias que emplea el alumnado para la resolución de problemas.
Concretamente, nos centramos en los procesos lógicos-matemáticos de centración y decantación.
Finalmente, se diseñan diferentes situaciones de aprendizaje basándonos en la Teoría de Situaciones Didácticas de Brousseau para alumnos y alumnas de 4 años.
This work focuses on the teaching of Mathematics. It aims to show that it is possible to teach Mathematics through activities that allow to solve problems and lead to a meaningful learning of mathematical knowledge. In this work, a small inquiry has been made about the teaching-learning processes in classrooms, the methodologies used, the roles of teachers and students in the different classroom activities and the techniques or strategies that students employ to solve problems. More specifically, we focus on the logical-mathematical processes of centration and decanting. Different learning situations have been designed based on the Theory of Situations of Didactic Brousseau, directed to of students of 4 year old.
This work focuses on the teaching of Mathematics. It aims to show that it is possible to teach Mathematics through activities that allow to solve problems and lead to a meaningful learning of mathematical knowledge. In this work, a small inquiry has been made about the teaching-learning processes in classrooms, the methodologies used, the roles of teachers and students in the different classroom activities and the techniques or strategies that students employ to solve problems. More specifically, we focus on the logical-mathematical processes of centration and decanting. Different learning situations have been designed based on the Theory of Situations of Didactic Brousseau, directed to of students of 4 year old.