Autor: somidem

DOI 10.24844/EM2803.01

Autor: Patricia Sadovsky,  Horacio Itzcovich,  María Emilia Quaranta, María Mónica Becerril,  Patricia García

Resumen: En este artículo se comunican resultados que surgen de una investigación
en la cual se estudia la producción matemático-didáctica que tiene
lugar en el marco de un trabajo colaborativo entre docentes y directivos de
escuela primaria e investigadores en didáctica de la matemática. Las reflexiones
que se presentan se centran en dos cuestiones: a) Los modos de problematizar
el conocimiento matemático con los docentes, y b) La complejidad de la construcción
de un proceso colaborativo. El análisis compartido con los maestros de
la producción de sus alumnos contribuyó a la problematización del conocimiento
a enseñar, en tanto permitió identificar relaciones matemáticas que ampliaron
aquello que se concebía posible en relación con los contenidos. La interpretación
en términos de tensiones entre algunos aspectos constitutivos de la colaboración
(capacitación-colaboración, naturalización-problematización y adaptación
a condiciones institucionales-preservación de la colaboración) hace visible la
complejidad de un proceso que solicita producir condiciones específicas y no
se deja dominar por la sola voluntad de los participantes.

Palabras clave: trabajo colaborativo entre docentes e investigadores; didáctica
de la matemática; prácticas de enseñanza

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Daniel Eudave Muñoz

Abstract: The purpose of this research is to analyze the social workers’ activities involving
the generation and processing of numerical and statistical data and how they deal with
these tasks and how they solve them. The work focuses on the analysis of activities,
situations and conceptual structure, following the approach of the French educational
training (didactique professionnelle). We report the use of statistics for the social workers
in Aguascalientes City, Mexico, and the pragmatical concepts that give meaning and
order to their professional knowledge.

Keywords: pragmatical concept, situated learning, education and work, statistical
education, social work.

María Trigueros

Abstract: The goal of this paper is to describe how the use of modeling in a differential
equations course contributes to foster a change in students’ understanding of first order
differential equation and solution set. The design and results of a research experience
based on APOS theory are presented. The focus of the paper is the description of those
results related with the use of different representations and others that seem to play an
important role in the changes observed in students’ understanding.

Keywords: modeling, differential equations, APOS theory, representations, understanding.

Luis Moreno Armella

Abstract: There is a force that goes through the teaching of Calculus: The tension between
the intuitive and the formal. Calculus continues to be taught as if it were natural
to introduce the study of change and accumulation by means of formalized concepts
known as the mathematics of e and d. It is frequently considered as a failure that
“students still seem to conceptualize limits via the imagination of motion.” This kind of
assertions shows the tension created by traditional teaching between students’ intuitions
and a misdirected formalization. The internal connections of the intuition of change and
accumulation are not correctly translated into that arithmetical approach of e and d.

Keywords: intuition, formalization, infinitesimal, analog cognition, symbol, metaphor,
embodied knowledge, digital medium, mediation.

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María Dolores Lozano

Abstract: In this article I present the enactivist perspective (Maturana and Varela, 1984)
as a theoretical alternative that can be used to investigate and clarify the teaching and
learning of mathematics. The biological roots of the theory are introduced, including fundamental
ideas such as autopoiesis and structural determinism. In addition, the theory’s
ideas on cognition as embodied action are discussed and some of its uses in mathematics
education are exemplified. Finally, I conclude by inviting the reader to use the ideas
exposed in order to investigate, in a complex manner and considering a multiplicity of
dimensions, the phenomena related to the teaching and learning of mathematics.

Keywords: enactivism, autopoiesis, embodied cognition, mathematics education.

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