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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 12 N.º 2 (2009): Julio

CEREBRO, COGNICIÓN Y MATEMÁTICAS

Enviado
maio 16, 2024
Publicado
2009-05-29

Resumo

Neste artigo, abordamos o problema da relação entre cérebro, cognição e matemática. Na primeira parte, apresentaremos certos elementos em relação à anatomia e o crescimento do cérebro. À partir destes elementos e de resultados recentes da pesquisa em neurociências, na segunda parte, nós apresentaremos um esboço das regiões cerebrais geralmente associadas ao pensamento aritmético. Em particular, apresentamos um problema interessante do ponto de vista didático, qual seja, as regiões corticais ativadas quando da passagem do pensamento aritmético perceptual (presente em várias espécies) ao pensamento aritmético simbólico calculatório (específico dos seres humanos). Em seguida, fazemos um resumo das pesquisas efetuadas em neurociências relativas à Algebra. A revisão da literatura oferece um panorama geral que destaca a natureza multimodal da cognição em geral e da congnição matemática em particular. Esta natureza multimodal da cognição é compatível com vários níveis do desenvolvimento ontogénico do cérebro, desenvolvimento que resulta ser fortemente ligado ao contexto cultural. Nas conclusões, sugerimos certos problemas e questões que poderiam servir de ponto de partida de um programa de pesquisa para educadores e neurocientistas.

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