Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 5 No. 2 (2002): Julio

LAS INTERACCIONES ENTRE IGUALES EN CLASE DE MATEMÁTICAS. CONSIDERACIONES ACERCA DEL PRINCIPIO DE COMPLEMENTARIEDAD EN EDUCACIÓN MATEMÁTICA

Published
July 31, 2002

Abstract

To determine models of formal competence explaining  and describing  educational phenomena or aspects of them it is a permanent challenge in Mathematical Education. Researchers in Mathematical Education watch and observe the theoretical models of other disciplines, and in some opportunities they transfer and adapt them to the educational phenomena. That is the case of the complementarity principle, imported by Steiner (1985) from the quantum mechanics. 

 

The discussion between the ideas that come from the theories of Piaget and Vygotsky deserve the maximum interest in the present time, sometimes, for the divergent consequences that seem to follow from both theories; in other instances, for the possibility of being used as two complementarity theories in the orientation of the educational practice.

 

In this work we will analyze how the complementarity principle is improperly applied, in different contexts of educational investigation in the Mathematics area, to the theories that come of Piaget and Vygotsky, in particular when dealing with the interaction between ``studient pairs” in  Mathematical classrooms.

References

  1. Bauersfeld, H. & Skowronek, H. (1976). Research Related to the Mathematical Learning Process. En H. Athen & H. Kunle (Eds.): Proceedings of Third International Congress on Mathematical Education. Universität Karlsruhe, Zentralblat für Didaktik der Mathematik: Karlsruhe.
  2. Castorina, J. A. et al. (1996). Piaget-Vygotsky: contribuciones para replantear el debate. Buenos Aires, Argentina: Paidós.
  3. César, M. (1998). Y si aprendo contigo? Interacciones entre parejas en el aula de matemáticas. Uno 16, 11–23.
  4. César, M. (1999). Interacções sociais e apreensão de conhecimentos matemáticos: a investigação contextualizada. En J. P. Da Ponte & L. Serrazina (Eds.) Educação Matemática em Portugal, Espanham e Itália. (pp. 5-46). Actas da Escola de verão. Santarém. Lisboa: Sociedade Portuguesa de Ciêncas de Educação. Secção de Educação Matemática.
  5. Coll, C. (1990). Aprendizaje escolar y construcción del conocimiento. Barcelona, España: Paidós.
  6. Daniels, H. (1990). Number Competence and Communication Difficulty: A Vygotskian Analysis. Educational Studies 16 (1), 49-59.
  7. Doise, W., Mugny, G. & Perret-Clermont, A. N. (1975). Social interaction and the development of cognitive operations. European Journal of Social Psychology 5 (3), 367-383.
  8. Doise, W., Mugny, G. & Perret-Clermont, A. N. (1976). Social interaction and cognitive development: further evidence. European Journal of Social Psychology 6 (2), 245-247.
  9. Forman, E. A. (1981). The role of collaboration in problem-solving in children. Tesis doctoral no publicada. Harvard University.
  10. Forman, E. A. & Cazden, C. B. (1983). Exploring Vygotskian perspectives in education: the cognitive value of peer interaction. En J. V. Wertsch (Ed.) Culture, communication and cognition: Vygotskian perspective. Nueva York: Cambridge University Press. (versión castellana: Perspectivas vygotskianas en la educación: el valor cognitivo de la interacción entre iguales. Infancia y Aprendizaje, 1984, 27/28, 139-157).
  11. Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. Nueva York, USA: Basic Books.
  12. Johnson, D. W. (1981). Student-student interaction: the neglected variable in education. Educational Researcher 10, 5–10.
  13. Laborde, C. (1994). Working in Small Groups: A Learning Situation? En R. Biehler et al. (Eds.). Didactics of Mathematics as a Scientific Discipline, (pp. 147-158). Dordrecht: Kluwer Academic Publishers.
  14. Perret-Clermont, A. N. (1979). La construction de l’intelligence dans l’intéraction social. Berna: Peter Lang. (versión castellana: La construcción de la inteligencia en la interacción social., Madrid: Visor/Aprendizaje. 1984).
  15. Perret-Clermont, A.-N. & Schubauer-Leoni, M-L. (1988). The Social Construction of Meaning in Math Class Interaction. Paper presented in the Sixth International Congress on Mathematical Education, Budapest, Hungary.
  16. Perret-Clermont, A.-N. & Schubauer-Leoni, M-L. (1997). Social Interactions and Mathematics Learning. In Nunes, T. & Bryant, P. (Ed.), Learning and Teaching Mathematics: An International Perspective (pp. 265 - 283). Sussex: Psychology Press.
  17. Piaget, J. (1975). L’équilibration des structures cognitives. Problème central du développment. París. Presses Universitaires de France. (versión castellana: La equilibración de las estructuras operatorias. Madrid. Siglo XXI, 1978).
  18. Schubauer-Leoni, M. L. (1989). Problématisation des notions d'obstacle épistémologique et de conflit socio-cognitif dans le champ pédagogique. En M-L Schubauer-Leoni, (Ed.). Construction des savoirs. Obstacles et Conflits. Québec, Cirade: Agence d'Arc.
  19. Sierra, M. (1999). Comentarios a la conferencia: “Linee di tendenza della ricerca per l’innovazione in Italia: Quadro di riferimento teorico” de Ferdinando Arzarello. (pp. 225-230). En J.P. Da Ponte & L. Serrazina (Eds.) Educação Matemática em Portugal, Espanham e Itália. Actas da Escola de verão. Santarém. Lisboa: Sociedade Portuguesa de Ciêncas de Educação. Secção de Educação Matemática.
  20. Socas, M. M. (1999). Comentarios a la conferencia: “Interacções sociais e apreensão de conhecimentos matemáticos: a investigação contextualizada” de Margarida César. (pp. 53-63). En J.P. Da Ponte & L. Serrazina (Eds.) Educação Matemática em Portugal, Espanham e Itália. Actas da Escola de verão. Santarém. Lisboa: Sociedade Portuguesa de Ciêncas de Educação. Secção de Educação Matemática.
  21. Socas, M. M.; Hernández, J.; Afonso, C. & Palarea, M. (1994). Un modelo de investigación convergente en Educación Matemática desde una perspectiva curricular. Revista Interuniversitaria de Formación del Profesorado. vol. 21, 45-58. Zaragoza.
  22. Steiner, H. (1985). Theory of Mathematics Education (TME): an Introduction. For the learning of mathematics 5 (2), 11-17.
  23. Vygotsky, L. S. (1962). Thought and Language. Cambridge MA: MIT Press. (versión castellana: PENSAMIENTO Y LENGUAJE. Buenos Aires: Fausto. 1992).
  24. Vygotsky, L. S. (1973). Aprendizaje y desarrollo intelectual en la edad escolar. En Luria, Leontiev, Vygotsky y otros. Psicología y Pedagogía. Madrid. Akal.
  25. Wertsch, J. V. (1991). Voices of mind. A sociocultural approach to mediated action. Hemel Hempstead: Havester Wheatsheaf.

Downloads

Download data is not yet available.