Contenido principal del artículo

George Santi
Università di Bologna, Italia
Anna Baccaglini-Frank
Università degli Studi di Modena e Reggio Emilia, Italia
Vol. 9 Núm. 3: Número monográfico en Generalización (Marzo, 2015), Artículos, Páginas 217-243
Recibido: jun 24, 2017 Aceptado: jun 24, 2017 Publicado: mar 1, 2015


We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students’ learning of mathematics. We use the theory of objectification and the new paradigm to look at (and characterize) students’ learning experiences in mathematics as generalizing reflexive mediated activity. In particular, from this perspective, we present examples of shifts to higher levels of generalization of a student with mathematical learning difficulties working with Mak-Trace, a Logo-like educational software for the iPad.

Formas de generalización en estudiantes con dificultades de aprendizaje en matemáticas

En este artículo introducimos un nuevo paradigma para enmarcar el aprendizaje de las matemáticas de alumnos con necesidades especiales. Consideramos una visión de los estudiantes con necesidades especiales diferente a la comúnmente aceptada que los considera como estudiantes que requieren intervención para reestablecer el comportamiento actualmente esperado. Utilizamos la teoría de la objetivización y ese nuevo paradigma para observar (y caracterizar) las experiencias de aprendizaje de las matemáticas entendido como actividad reflexiva y mediada de generalización. En particular, desde esta perspectiva proponemos ejemplos de acceso a niveles superiores de generalización de un estudiante con dificultades de aprendizaje de las matemáticas que utiliza Mak-Trace, un software didáctico para iPad parecido a Logo.



Nº de citas en WOS (2017): 1 (Citas de 2º orden, 1)


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Detalles del artículo


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