Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept

In this paper, it is presented two math teachers’ discourse analysis results, to identify the possible incidence of the metaphorical language used by them, in the learning of the concept of a complex number with ninth grade students. The analysis of the metaphorical language of the teacher is done i...

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Fecha de publicación:
2018
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Universidad Católica de Pereira
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Repositorio Institucional - RIBUC
Idioma:
spa
OAI Identifier:
oai:repositorio.ucp.edu.co:10785/13351
Acceso en línea:
https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24
http://hdl.handle.net/10785/13351
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openAccess
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https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES
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network_acronym_str RepoRIBUC
network_name_str Repositorio Institucional - RIBUC
repository_id_str
spelling Incidence of the teacher’s metaphorical discourse in the teaching of the complex number conceptIncidencia del discurso metafórico del profesor en la enseñanza del concepto de número complejoIncidência do discurso metafórico do professor no ensino do conceito de número complexoIn this paper, it is presented two math teachers’ discourse analysis results, to identify the possible incidence of the metaphorical language used by them, in the learning of the concept of a complex number with ninth grade students. The analysis of the metaphorical language of the teacher is done in the light of the Cognitive Theory of Mathematics. It seeks the understanding of mathematics in the metaphorical thinking of people, and not in the rigorous demonstrations of books, emphasizing the connection that has the body with the cognitive processes, inducing the main key for the reform of teaching and learning processes focused on mathematical communication.En este artículo se presentan los resultados del análisis del discurso de dos docentes de matemáticas, para identifi car la posible incidencia del lenguaje metafórico empleado por ellos en el aprendizaje del concepto de número complejo, con estudiantes de grado noveno. El análisis del lenguaje metafórico docente se realiza a la luz de la Teoría Cognitiva de la Matemática, la cual busca la comprensión de las matemáticas en el pensamiento metafórico de las personas y no en las demostraciones rigurosas de los libros, haciendo énfasis en la conexión que tiene el cuerpo con los procesos cognoscitivos, induciendo la clave principal para la reforma de los procesos de enseñanza y aprendizaje enfocados en la comunicación matemática.Neste artigo são apresentados os resultados da análise do discurso de dois professores de matemática, para identifi car a possível incidência da linguagem metafórica utilizada por eles, na aprendizagem do conceito de número complexo com alunos da nona série. A análise da linguagem metafórica de ensino é feita à luz da Teoria Cognitiva da Matemática, que busca a compreensão da matemática no pensamento metafórico das pessoas e não nas demonstrações rigorosas dos livros, enfatizando a conexão que tem o corpo com os processos cognitivos, induzindo a chave principal para a reforma dos processos de ensino e aprendizagem focados na comunicação matemática.Universidad Católica de Pereira2023-08-29T03:48:43Z2023-08-29T03:48:43Z2018-10-05Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb1application/pdfapplication/xmlhttps://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/2410.31908/19098367.3712http://hdl.handle.net/10785/13351Entre ciencia e ingeniería; Vol 12 No 23 (2018); 123-130Entre Ciencia e Ingeniería; Vol. 12 Núm. 23 (2018); 123-130Entre ciencia e ingeniería; v. 12 n. 23 (2018); 123-1302539-41691909-8367spahttps://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/21https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/1159https://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Rojas Cardona, Claudia VanessaFernández Sánchez, Oscaroai:repositorio.ucp.edu.co:10785/133512025-01-27T23:58:44Z
dc.title.none.fl_str_mv Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
Incidencia del discurso metafórico del profesor en la enseñanza del concepto de número complejo
Incidência do discurso metafórico do professor no ensino do conceito de número complexo
title Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
spellingShingle Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
title_short Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
title_full Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
title_fullStr Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
title_full_unstemmed Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
title_sort Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
description In this paper, it is presented two math teachers’ discourse analysis results, to identify the possible incidence of the metaphorical language used by them, in the learning of the concept of a complex number with ninth grade students. The analysis of the metaphorical language of the teacher is done in the light of the Cognitive Theory of Mathematics. It seeks the understanding of mathematics in the metaphorical thinking of people, and not in the rigorous demonstrations of books, emphasizing the connection that has the body with the cognitive processes, inducing the main key for the reform of teaching and learning processes focused on mathematical communication.
publishDate 2018
dc.date.none.fl_str_mv 2018-10-05
2023-08-29T03:48:43Z
2023-08-29T03:48:43Z
dc.type.none.fl_str_mv Artículo de revista
http://purl.org/coar/resource_type/c_6501
http://purl.org/coar/version/c_970fb48d4fbd8a85
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24
10.31908/19098367.3712
http://hdl.handle.net/10785/13351
url https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24
http://hdl.handle.net/10785/13351
identifier_str_mv 10.31908/19098367.3712
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/21
https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/1159
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.none.fl_str_mv Universidad Católica de Pereira
publisher.none.fl_str_mv Universidad Católica de Pereira
dc.source.none.fl_str_mv Entre ciencia e ingeniería; Vol 12 No 23 (2018); 123-130
Entre Ciencia e Ingeniería; Vol. 12 Núm. 23 (2018); 123-130
Entre ciencia e ingeniería; v. 12 n. 23 (2018); 123-130
2539-4169
1909-8367
institution Universidad Católica de Pereira
repository.name.fl_str_mv
repository.mail.fl_str_mv
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