Acceso equitativo al razonamiento científico mediante la tecnología.
| dc.contributor.author | Camargo Uribe, Leonor | spa |
| dc.contributor.author | Sandoval, Ivonne Twiggy | spa |
| dc.date.issued | 2017-06-30 | |
| dc.description.abstract | En la investigación reportada en este artículo se analiza el potencial de un programa de geometría dinámica para promover la aproximación de estudiantes de quinto grado de primaria, de una zona periférica en Ciudad de México, al razonamiento científico. Ellos se enfrentan por primera vez al uso del programa para construir triángulos isósceles y equiláteros, verificar la invariancia de la congruencia de los lados y justificarla usando propiedades de la circunferencia. Con base en elementos de la Teoría de la Variación analizamos las oportunidades que el programa brinda para aprender a pensar y actuar en una sociedad cada vez más influida por los desarrollos tecnológicos. Este es un indicador de equidad. Concluimos que si bien se logran momentos exitosos de acceso al razona-miento científico y los niños pueden proponer vías de construcción y ganan conocimien-tos que son la base de información compartida, también hay dificultades que erosionan los intentos de lograr equidad tales como la falta de un criterio compartido sobre lo que es una propiedad matemática, la distinción entre cuáles explicaciones son matemáticas y cuáles no y lo que los niños creen que se espera de ellos en la clase de matemática. | spa |
| dc.description.abstractenglish | This paper analyzes the potential of a dynamic geometry software to promote the approach of fifth-grade students from a suburb of Mexico City to scientific reasoning. For the first time, they are faced with using the software to build isosceles and equilateral triangles, to check the invariability of the congruency of the sides, and to justify it using the properties of the circumference. Based on certain elements from Variation Theory, we analyze the opportunities that the software provides to learn to think and act in a society that is increasingly influenced by technological developments. This is an indicator of equity. We conclude that, while successful moments of access to scientific reasoning are achieved and children can propose ways to build and gain the knowledge at the basis of shared information, there are also some difficulties that hinder the attempts to achieve equity, such as the lack of a shared view on what a mathematical property is, the differen-ce between mathematical and non-mathematical explanations, and what children believe is expected of them in math class. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.format.mimetype | text/xml | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/RCE/article/view/6363 | |
| dc.identifier | 10.17227/01203916.73rce177.209 | |
| dc.identifier.issn | 2323-0134 | |
| dc.identifier.issn | 0120-3916 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/5486 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/RCE/article/view/6363/5295 | |
| dc.relation | https://revistas.upn.edu.co/index.php/RCE/article/view/6363/7614 | |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Revista Colombiana de Educación; Núm. 73 (2017): Dossier: Equidad y educación matemática, parte 1 (jul-dic); 179.211 | spa |
| dc.subject | Aprendizaje de la geometría | spa |
| dc.subject | Teoría de la variación | spa |
| dc.subject | Equidad | spa |
| dc.subject | Tecnología | spa |
| dc.subject | Primaria | spa |
| dc.subject.keywords | Learning geometry | eng |
| dc.subject.keywords | Variation theory | eng |
| dc.subject.keywords | Equity | eng |
| dc.subject.keywords | Technology | eng |
| dc.subject.keywords | Elementary school | eng |
| dc.title | Acceso equitativo al razonamiento científico mediante la tecnología. | spa |
| dc.title.translated | Fair Access to Scientific Reasoning through Technology. | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.type.local | Artículo de revista | spa |
| dc.type.version | info:eu-repo/semantics/publishedVersion |