Enseñanza y aprendizaje de la composición y descomposición aditiva en Educación Infantil bajo la Teoría de las Situaciones Didácticas: análisis y diseño didáctico
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2022-12-16
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(ES) La finalidad de este trabajo es analizar las carencias o virtudes que ofrecen distintos
métodos de aprendizaje. Para ello, hemos analizado tareas y técnicas que se ponen en
práctica dentro del método Empirista para la composición y descomposición aditiva, y
hemos propuesto como tratar estos mismos conocimientos bajo el método Constructivista.
Desde siempre hemos entendido que las matemáticas sólo deben enseñarnos a saber sumar,
restar, multiplicar o dividir y no es sólo esto, si no que, para conseguir estas técnicas,
además, es necesario que se originen situaciones idóneas propias de la Teoría de las
Situaciones Didácticas (Brousseau) dónde se pongan en práctica.
Para llevar a cabo esta forma de adquirir nuevos conocimientos (Teoría de las situaciones
Didácticas), es necesario dar prioridad a la capacidad de que el alumnado los adquiera de
manera autónoma, frente a un medio factor de contradicciones.
(EN) The purpose of this paper is to analyse the shortcomings or virtues offered by different learning methods. To do so, we have analysed tasks and techniques that are put into practice within the Empiricist method for additive composition and decomposition, and we have proposed how to deal with this same knowledge under the Constructivist method. We have always understood that mathematics should only teach us to know how to add, subtract, multiply or divide, and it is not only this, but that, in order to achieve these techniques, it is also necessary to originate suitable situations typical of the Theory of Didactical Situations (Brousseau) where they are put into practice. In order to carry out this way of acquiring new knowledge (Theory of Didactical Situations), it is necessary to give priority to the students' ability to acquire it autonomously, as opposed to a medium that is a factor of contradictions.
(EN) The purpose of this paper is to analyse the shortcomings or virtues offered by different learning methods. To do so, we have analysed tasks and techniques that are put into practice within the Empiricist method for additive composition and decomposition, and we have proposed how to deal with this same knowledge under the Constructivist method. We have always understood that mathematics should only teach us to know how to add, subtract, multiply or divide, and it is not only this, but that, in order to achieve these techniques, it is also necessary to originate suitable situations typical of the Theory of Didactical Situations (Brousseau) where they are put into practice. In order to carry out this way of acquiring new knowledge (Theory of Didactical Situations), it is necessary to give priority to the students' ability to acquire it autonomously, as opposed to a medium that is a factor of contradictions.