<p>An approach to the design of mathematical task sequences: Conceptual learning as abstraction</p>

Martin A. Simon

doi:10.30827/pna.v10i4.6083

Autores/as

Martin A. Simon New York University, Estados Unidos

DOI:

https://doi.org/10.30827/pna.v10i4.6083

Palabras clave:

Abstracción reflexiva, Ingeniería didáctica, Tareas matemáticas, Teoría de aprendizaje

Resumen

This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions.

Una aproximación al diseño de secuencias de tareas matemáticas: aprendizaje conceptual como abstracción

Este artículo describe una aproximación emergente al diseño de secuencias de tareas y la teoría que la sustenta. La aproximación pretende promover conceptos matemáticos concretos como resultado de una abstracción reflexiva. Es central en esta aproximación la identificación de actividades disponibles para los estudiantes con las que puedan abstraer las ideas pretendidas. La aproximación difiere de aquellas en las que el aprendizaje para resolver problemas es el aprendizaje que se pretende. El artículo ilustra la aproximación a través de datos de un experimento de enseñanza sobre la división de fracciones.

Handle: http://hdl.handle.net/10481/41628

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Biografía del autor/a

Martin A. Simon, New York University, Estados Unidos

Código ORCID

Citas

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