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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículo Especial

Vol. 9 Núm. 4 (2006): Número Especial

LEARNING MATHEMATICS: INCREASING THE VALUE OF INITIAL MATHEMATICAL WEALTH

Enviado
octubre 28, 2024
Publicado
2006-12-30

Resumen

Usando la teoría de signos de Charles Sanders Peirce, este artículo introduce la noción de riqueza matemática. La primera sección argumenta la relación intrínseca entre las matemáticas, los aprendices de matemáticas, y los signos matemáticos. La segunda, argumenta la relación triangular entre interpretación, objetivación, y generalización. La tercera, argumenta cómo el discurso matemático es un medio potente en la objetivación semiótica. La cuarta sección argumenta cómo el discurso matemático en el salón de clase, media el aumento del valor de la riqueza matemática del alumno, en forma sincrónica y diacrónica, cuando él la invierte en la construcción de nuevos conceptos. La última sección discute cómo maestros, con diferentes perspectivas teóricas, influyen en la dirección del discurso matemático en el salón de clase y, en consecuencia, en el crecimiento de la riqueza matemática de sus estudiantes.

Citas

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