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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículo Especial

Vol. 9 N.º 4 (2006): Número Especial/ Diciembre

LEARNING MATHEMATICS: INCREASING THE VALUE OF INITIAL MATHEMATICAL WEALTH

Enviado
outubro 28, 2024
Publicado
2006-12-30

Resumo

Usando a teoria de signos de Charles Sanders Peirce, este artigo introduz a noção de riqueza matemática. A primeira secção argumenta a relação intrínseca entre a matemática, os aprendizes de matemáticas, e os signos matemáticos. A segunda, argumenta a relação triangular entre interpretação, objetivação e generalização. A terceira, argumenta como o discurso matemático é um potente meio na objetivação semiótica. A quarta seção argumenta como o discurso matemático na sala de aula adequar o aumento do valor da riqueza matemática do aluno, em forma sincrônica e diacrônica, quando ele inverte a construção de novos conceitos. A última seção discute como maestros, com diferentes perspectivas teóricas, influem na direção do discurso matemático na sala de aula e, conseqüentemente, no crescimento da riqueza matemática de sus estudantes.

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