Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas

Este libro está destinado al estudio, investigación y preparación profesional tanto de los doctorandos de nuestro énfasis, como de los estudiosos de todo el mundo. Dados sus contenidos trascendentales y ricos, el libro podría incluso ser leído por estudiantes de maestría en Didáctica de la matemátic...

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Autores:: Duval, Raymond
Sáenz-Ludlow, Adalira

Tipo de recurso:: Book

Fecha de publicación:: 2016

Institución:: Universidad Distrital Francisco José de Caldas

Repositorio:: RIUD: repositorio U. Distrital

Idioma:

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network_acronym_str	UDISTRITA2
network_name_str	RIUD: repositorio U. Distrital
repository_id_str
dc.title.spa.fl_str_mv	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
dc.title.alternative.spa.fl_str_mv	Comprensión y aprendizaje en matemáticas
dc.title.titleenglish.spa.fl_str_mv	Understanding and learning in mathematics: semiotic perspectives selected
title	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
spellingShingle	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas Matemáticas Funcionamiento cognitivo Diagramas numéricos Juegos de interpretación Geometría Matemáticas -- Enseñanza Geometría -- Enseñanza Matemáticas -- Problemas, ejercicios, etc. Semiótica Mathematics Cognitive functioning Numerical diagrams Interpretation games Geometry
title_short	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
title_full	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
title_fullStr	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
title_full_unstemmed	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
title_sort	Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas
dc.creator.fl_str_mv	Duval, Raymond Sáenz-Ludlow, Adalira
dc.contributor.author.none.fl_str_mv	Duval, Raymond Sáenz-Ludlow, Adalira
dc.contributor.orcid.spa.fl_str_mv	Duval, Raymond [0000-0003-3377-6318]
dc.subject.spa.fl_str_mv	Matemáticas Funcionamiento cognitivo Diagramas numéricos
topic	Matemáticas Funcionamiento cognitivo Diagramas numéricos Juegos de interpretación Geometría Matemáticas -- Enseñanza Geometría -- Enseñanza Matemáticas -- Problemas, ejercicios, etc. Semiótica Mathematics Cognitive functioning Numerical diagrams Interpretation games Geometry
dc.subject.none.fl_str_mv	Juegos de interpretación Geometría
dc.subject.lemb.spa.fl_str_mv	Matemáticas -- Enseñanza Geometría -- Enseñanza Matemáticas -- Problemas, ejercicios, etc. Semiótica
dc.subject.keyword.spa.fl_str_mv	Mathematics Cognitive functioning Numerical diagrams Interpretation games
dc.subject.keyword.none.fl_str_mv	Geometry
description	Este libro está destinado al estudio, investigación y preparación profesional tanto de los doctorandos de nuestro énfasis, como de los estudiosos de todo el mundo. Dados sus contenidos trascendentales y ricos, el libro podría incluso ser leído por estudiantes de maestría en Didáctica de la matemática, por los colegas profesores de otras universidades y profesores de todos los niveles escolares que deseen tener una mayor competencia en estos importantes temas. Este es el propósito de los autores de este complejo pero interesante e iluminador volumen. Un libro de base para quienes deseen dar los primeros pasos en el estudio de la semiótica en los procesos de comprensión de aquel maravilloso mundo que involucra la enseñanza y el aprendizaje de la matemática. Del prólogo.
publishDate	2016
dc.date.created.none.fl_str_mv	2016
dc.date.accessioned.none.fl_str_mv	2024-06-12T17:07:47Z
dc.date.available.none.fl_str_mv	2024-06-12T17:07:47Z
dc.type.spa.fl_str_mv	book
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/book
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_2f33
format	http://purl.org/coar/resource_type/c_2f33
dc.identifier.isbn.spa.fl_str_mv	978-958-8972-31-2 Impreso 978-958-8972-32-9 Digital
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11349/36320
dc.identifier.editorial.spa.fl_str_mv	Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educación.
identifier_str_mv	978-958-8972-31-2 Impreso 978-958-8972-32-9 Digital Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educación.
url	http://hdl.handle.net/11349/36320
dc.relation.ispartofseries.spa.fl_str_mv	Énfasis; N° 14
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dc.relation.references.none.fl_str_mv	D’Amore, B., Fandiño-Pinilla, M. I., Iori, M. et al. (2015). Análisis de los antecedentes histórico-filosóficos de la “paradoja cognitiva de Duval”. Revista Latinoamericana de Investigación en Matemática Educativa. 18(2), 177-212. Recuperado de http://www.clame.org.mx/relime.htm Doi: 10.12802/relime.13.1822.
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spelling	Duval, RaymondSáenz-Ludlow, AdaliraDuval, Raymond [0000-0003-3377-6318]2024-06-12T17:07:47Z2024-06-12T17:07:47Z2016978-958-8972-31-2 Impreso978-958-8972-32-9 Digitalhttp://hdl.handle.net/11349/36320Universidad Distrital Francisco José de Caldas. Doctorado Interinstitucional en Educación.Este libro está destinado al estudio, investigación y preparación profesional tanto de los doctorandos de nuestro énfasis, como de los estudiosos de todo el mundo. Dados sus contenidos trascendentales y ricos, el libro podría incluso ser leído por estudiantes de maestría en Didáctica de la matemática, por los colegas profesores de otras universidades y profesores de todos los niveles escolares que deseen tener una mayor competencia en estos importantes temas. Este es el propósito de los autores de este complejo pero interesante e iluminador volumen. Un libro de base para quienes deseen dar los primeros pasos en el estudio de la semiótica en los procesos de comprensión de aquel maravilloso mundo que involucra la enseñanza y el aprendizaje de la matemática. Del prólogo.This book is intended for the study, research and professional preparation of both doctoral students of our emphasis and scholars from around the world. Given its transcendental and rich contents, the book could even be read by master's students in Mathematics Didactics, by fellow professors from other universities and teachers of all school levels who wish to have greater competence in these important topics. This is the purpose of the authors of this complex but interesting and illuminating volume. A basic book for those who wish to take the first steps in the study of semiotics in the processes of understanding that wonderful world that involves the teaching and learning of mathematics. From the prologue.BogotápdfÉnfasis; N° 14D’Amore, B., Fandiño-Pinilla, M.I., Iori, M. et al. (2015). Análisis de los antecedentes histórico-filosóficos de la “paradoja cognitiva de Duval”. Revista Latinoamericana de Investigación en Matemática Educativa, 18(2), 177-212. Recuperado de http://www.clame.org.mx/relime.htm DOI: 10.12802/relime.13.1822Radford L., D’Amore B. (eds.). (2006). Semiotics, Culture and Mathematical Thinking. Número especial trilingüe (inglés, francés y español), revista Relime, Cinvestav, México.Balacheff, N. (1988). Une étude des processus de preuve en mathématique chez des élèves de collège. (Tesis de doctorado). Université Joseph Fourrier, Grenoble, Francia. Disponible en http://tel.archives-ouvertes.fr/tel-00326426/en/Berthelot, R. y Salin, M-H. (1994). L’enseignement de la géométrie à l’école primaire. Grand N, 53, 39-56.Berthelot, R. y Salin, M-H. (2000). L’enseignement de l’espace à l’école primaire. Grand N, 65, 37-59.Dupuis, C., Pluvinage, F. y Duval, R. (1978). Étude sur la géométrie en fin de troisième. En Géométrie au Premier Cycle, II (pp. 65-101). París: APMEP.Dupuis, C., Pluvinage, F. y Duval, R. (1978). Étude sur la géométrie en fin de troisième. En Géométrie au Premier Cycle, II (pp. 65-101). París: APMEP.Dupuis, C., Pluvinage, F. y Duval, R. (1978). Étude sur la géométrie en fin de troisième. En Géométrie au Premier Cycle, II (pp. 65-101). París: APMEP.Duval, R. (2000a). Basic issues for research in mathematics education. En T. Nakahara y M. Koyama (eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education (pp. 55-69). Hiroshima: Nishiki Print Co. Ltd.Duval, R. (2000b). Écriture, raisonnement et découverte de la démonstration en mathématiques. Recherches en Didactique des Mathématiques, 20(2), 135-170.Duval, R. (2001). Écriture et compréhension: pourquoi faire écrire des textes de démonstration par les élèves? En E. Barbin, R. Duval, I. Giogutti, J. Houdebine y C. 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Graphiques et équations: l’articulation de deux registres. Annales de Didactique et de Sciences Cognitives, 1, 235-253.Duval, R. (1991). Structure du raisonnement déductif et apprentissage de la démonstration. Educational Studies in Mathematics, 22(3), 233-261.Duval, R. (1993a). Registres de représentation sémiotique et fonctionnement cognitif de la pensée. Annales de Didactique et de Sciences Cognitives, 5, 37-65.Duval, R. (1993b). Argumenter, démontrer, expliquer: continuité ou rupture cognitive? Petit x, 31, 37-61.Duval, R. (1995a). Sémiosis et pensée humaine. Registres sémiotiques et apprentissages intellectuels. Berne: Peter Lang.Duval, R. (1995b). Geometrical pictures: Kinds of representation and specific processings. En R. Sutherland y J. Maison (eds.), Exploiting mental imagery with computers in mathematics education (pp. 142-157). Berlín: Springer.Duval, R. (1996a). Quel cognitif retenir en didactique des mathématiques? Recherches en Didactique des Mathématiques, 16(3), 349-382.Duval, R. (1996b). Les représentations graphiques: fonctionnement et conditions de leur apprentissage. En A. Antibi (ed.), Actes de la 46ème Rencontre Internationale de la CIEAEM (pp. 3-15). Toulouse: Université Paul Sabatier.Duval, R. (1998a). Signe et objet (I): trois grandes étapes dans la problématique des rapports entre représentation et objet. Annales de Didactique et de Sciences 93 Cognitives, 6, 139-163.Duval, R. (1998b). Geometry from a cognitive point a view. En C. Mammana y V. Villani (eds.), Perspectives on the teaching of geometry for the 21st century. An ICMI Study (pp. 37-51). Dordrecht: Kluwer Academic Publishers.Duval, R. (1999a). Semiosis y pensamiento humano: Registros semióticos y aprendizajes intelectuales (trad. M. Vega Restrepo). Cali: Artes Gráficas Univalle.Duval, R. (ed.) (1999b). Conversion et articulation des représentations analogiques. Séminaire I.U.F.M., D.R.E.D., Villeneuve d’Ascq.Duval, R. 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Antibi (ed.), Actes de la 46ème Rencontre Internationale de la CIEAEM (pp. 3-15). Toulouse: Université Paul Sabatier.Duval, R. (1998a). Signe et objet (I): trois grandes étapes dans la problématique des rapports entre représentation et objet. Annales de Didactique et de Sciences Cognitives, 6, 139-163.Duval, R. (1998b). Geometry from a cognitive point a view. En C. Mammana y V. Villani (eds.), Perspectives on the teaching of geometry for the 21st century. An ICMI Study (pp. 37-51). Dordrecht: Kluwer Academic Publishers.Duval, R. (2001). Écriture et compréhension: pourquoi faire écrire des textes de démonstration par les élèves? En E. Barbin, R. Duval, I. Giogutti et al. (eds.), Produire et lire des textes de démonstration. París: Ellipses.Duval, R. (2005). Les conditions cognitives de l’apprentissage de la géométrie: développement de la visualisation, différenciation des raisonnements et coordination de leurs fonctionnements. 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

Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas

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