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Artículos

Vol. 8 No. 1 (2005): Marzo

¿CUÁNTOS PUNTOS HAY? CONCEPCIONES DE LOS ESTUDIANTES EN TAREAS DE CONSTRUCCIÓN

Published
March 31, 2005

Abstract

The high school students have difficulties to identify points that have a discrete representation, as of the same type that those that underlie in a straight line. It is considered generally that this identification is consequence of an abstract idea of point. In this work we consider this difficulty as a fact and we intend to deepen in its characteristics, for it we proposed to three group of students (16, 17 and 19 years) a task of identification, numbering and construction of an infinite set of points that results to be a straight line. The proposed tasks require of the description of the set of points through a graphic and a written description. We find that there is a group of students, the youngest, that reduce the solution to the marks of the scale that appear in the graphic, there is who consider an infinity of solutions, but these only take a shape in the entire marks of the scale, other, also choose for the infinite solution, but indicate points among the marks, suggesting rational numbers, very few arrive to the idea of a continuous infinity of solutions that they represented by a straight line.

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