The emotional as an articulator of reasonability in the mathematics didactics

This text presents a critical review of emotional mathematics while addressing the role of emotions in the reconfiguration of mathematics didactics in relation to reasonableness. For a long time rationality has been imposed on reasonableness, sothat mathematics is seen as a hard area that causes dis...

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Autores:
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/10838
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/450
https://repositorio.uan.edu.co/handle/123456789/10838
Palabra clave:
matemática emocional
actitudes
efectos
creencias
didáctica de la matemática.
emotional mathematics
attitudes
purposes
beliefs
teaching mathematics
Rights
License
https://creativecommons.org/licenses/by-nc-sa/4.0
id UAntonioN2_ae6beecb1cc93aba2658ea0f2c41d38c
oai_identifier_str oai:repositorio.uan.edu.co:123456789/10838
network_acronym_str UAntonioN2
network_name_str Repositorio UAN
repository_id_str
spelling 2017-09-132024-10-10T02:34:44Z2024-10-10T02:34:44Zhttps://revistas.uan.edu.co/index.php/papeles/article/view/45010.54104/papeles.v8n16.450https://repositorio.uan.edu.co/handle/123456789/10838This text presents a critical review of emotional mathematics while addressing the role of emotions in the reconfiguration of mathematics didactics in relation to reasonableness. For a long time rationality has been imposed on reasonableness, sothat mathematics is seen as a hard area that causes displeasure and suffering to adolescents and young people. However, in the last few years a number of researches have emerged to link the cognitive with the affective and to think that an emotional education, parallel to mathematical education, contributes to raise not only the level of knowledge but also the quality of life of those who study.El texto presenta una revisión crítica de la matemática emocional, al tiempo que trata el papel de las emociones en la reconfiguración de la didáctica de las matemáticas en relación con la razonabilidad. Durante mucho tiempo, la racionalidad se ha impuesto sobre la razonabilidad, de tal suerte que la matemática es vista como un área dura que causa displacer y sufrimiento a los adolescentes y a los jóvenes. No obstante, en los últimos años han surgido varias investigaciones tendientes a vincular lo cognitivo con lo afectivo y pensar que una educación emocional, paralela a la educación matemática, contribuye a elevar no solo el nivel de conocimientos sino también la calidad de vida de quienes estudian.application/pdfspaUNIVERSIDAD ANTONIO NARIÑOhttps://revistas.uan.edu.co/index.php/papeles/article/view/450/383https://creativecommons.org/licenses/by-nc-sa/4.0http://purl.org/coar/access_right/c_abf2Papeles; Vol. 8 No. 16 (2016); 26-34Papeles; Vol. 8 Núm. 16 (2016); 26-34Papeles; v. 8 n. 16 (2016); 26-342346-09110123-067010.54104/papeles.v8n16matemática emocionalactitudesefectoscreenciasdidáctica de la matemática.emotional mathematicsattitudespurposesbeliefsteaching mathematicsThe emotional as an articulator of reasonability in the mathematics didacticsLo emocional como articulador de la razonabilidad en la didáctica de la matemáticainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Henao Ciro, Rubén DarioMoreno Torres, Mónica123456789/10838oai:repositorio.uan.edu.co:123456789/108382024-10-14 03:42:50.978metadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co
dc.title.en-US.fl_str_mv The emotional as an articulator of reasonability in the mathematics didactics
dc.title.es-ES.fl_str_mv Lo emocional como articulador de la razonabilidad en la didáctica de la matemática
title The emotional as an articulator of reasonability in the mathematics didactics
spellingShingle The emotional as an articulator of reasonability in the mathematics didactics
matemática emocional
actitudes
efectos
creencias
didáctica de la matemática.
emotional mathematics
attitudes
purposes
beliefs
teaching mathematics
title_short The emotional as an articulator of reasonability in the mathematics didactics
title_full The emotional as an articulator of reasonability in the mathematics didactics
title_fullStr The emotional as an articulator of reasonability in the mathematics didactics
title_full_unstemmed The emotional as an articulator of reasonability in the mathematics didactics
title_sort The emotional as an articulator of reasonability in the mathematics didactics
dc.subject.es-ES.fl_str_mv matemática emocional
actitudes
efectos
creencias
didáctica de la matemática.
topic matemática emocional
actitudes
efectos
creencias
didáctica de la matemática.
emotional mathematics
attitudes
purposes
beliefs
teaching mathematics
dc.subject.en-US.fl_str_mv emotional mathematics
attitudes
purposes
beliefs
teaching mathematics
description This text presents a critical review of emotional mathematics while addressing the role of emotions in the reconfiguration of mathematics didactics in relation to reasonableness. For a long time rationality has been imposed on reasonableness, sothat mathematics is seen as a hard area that causes displeasure and suffering to adolescents and young people. However, in the last few years a number of researches have emerged to link the cognitive with the affective and to think that an emotional education, parallel to mathematical education, contributes to raise not only the level of knowledge but also the quality of life of those who study.
publishDate 2017
dc.date.accessioned.none.fl_str_mv 2024-10-10T02:34:44Z
dc.date.available.none.fl_str_mv 2024-10-10T02:34:44Z
dc.date.none.fl_str_mv 2017-09-13
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/450
10.54104/papeles.v8n16.450
dc.identifier.uri.none.fl_str_mv https://repositorio.uan.edu.co/handle/123456789/10838
url https://revistas.uan.edu.co/index.php/papeles/article/view/450
https://repositorio.uan.edu.co/handle/123456789/10838
identifier_str_mv 10.54104/papeles.v8n16.450
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uan.edu.co/index.php/papeles/article/view/450/383
dc.rights.en-US.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv UNIVERSIDAD ANTONIO NARIÑO
dc.source.en-US.fl_str_mv Papeles; Vol. 8 No. 16 (2016); 26-34
dc.source.es-ES.fl_str_mv Papeles; Vol. 8 Núm. 16 (2016); 26-34
dc.source.pt-BR.fl_str_mv Papeles; v. 8 n. 16 (2016); 26-34
dc.source.none.fl_str_mv 2346-0911
0123-0670
10.54104/papeles.v8n16
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
_version_ 1814300345379061760

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