{"id":1,"date":"2016-05-11T18:43:59","date_gmt":"2016-05-11T18:43:59","guid":{"rendered":"http:\/\/somidem.com.mx\/revista\/?p=1"},"modified":"2016-05-11T21:50:59","modified_gmt":"2016-05-11T21:50:59","slug":"abril2016","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/11\/abril2016\/","title":{"rendered":"Novedades"},"content":{"rendered":"<p>ART\u00cdCULOS DE INVESTIGACI\u00d3N<br \/>\nProblemas de estructura multiplicativa: Evoluci\u00f3n de niveles<br \/>\nde \u00e9xito y estrategias en estudiantes de 6 a 12 a\u00f1os<br \/>\nMultiplicative structure problems: Evolution of students\u2019 levels<br \/>\nof success and strategies from 6 to 12 years<br \/>\nPere Ivars y Ceneida Fern\u00e1ndez<\/p>\n<p>Diferentes interpretaciones de las dificultades<br \/>\nde aprendizaje en matem\u00e1tica<br \/>\nDifferent interpretations of mathematics learning difficulties<br \/>\nGustavo Barallobres<\/p>\n<p>La ense\u00f1anza de las matem\u00e1ticas m\u00e1s all\u00e1 de los salones<br \/>\nde clase. An\u00e1lisis de actividades laborales urbanas y rurales<br \/>\nMathematics teaching beyond classrooms.<br \/>\nAnalysis of urban and rural activities<br \/>\nDiana V. Solares Pineda, Armando Solares y Erika Padilla<\/p>\n<p>Ruptura del contrato did\u00e1ctico en la soluci\u00f3n de un problema<br \/>\nde geometr\u00eda con estudiantes de secundaria<br \/>\nBreaking the didactic contract in solving a geometry<br \/>\nproblem with high school students<br \/>\nApolo Casta\u00f1eda, Juan Arturo Hern\u00e1ndez-Morales y Rosa Isela Gonz\u00e1lez-Polo<\/p>\n<p>ENSAYOS<br \/>\nTratamiento del l\u00edmite finito en libros de texto espa\u00f1oles<br \/>\nde secundaria: 1933-2005<br \/>\nTreatment of finite limit in spanish textbooks of middle school: 1933-2005<br \/>\nJavier Claros Mellado, M\u00aa Teresa S\u00e1nchez Compa\u00f1a y Mois\u00e9s Coriat Benarroch<\/p>\n<p>&nbsp;<\/p>\n<p>CONTRIBUCIONES PARA LA DOCENCIA<br \/>\nEntre el dise\u00f1o y la implementaci\u00f3n de una actividad<br \/>\nde geometr\u00eda: el \u00e1rea de la pir\u00e1mide recta<br \/>\nThe area of the straight pyramid: design and implementation of a Geometry activity<br \/>\nNora E. Herrera, Stella M. Soto, Ver\u00f3nica A. Quiroga, Ana E. Puzzella y Marcel D. Pochul\u00fa<\/p>\n<p><a href=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/Rem-28-1.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-15 aligncenter\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga.png\" alt=\"descarga\" width=\"100\" height=\"36\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>ART\u00cdCULOS DE INVESTIGACI\u00d3N Problemas de estructura multiplicativa: Evoluci\u00f3n de niveles de \u00e9xito y estrategias en estudiantes de 6 a 12 a\u00f1os Multiplicative structure problems: Evolution of students\u2019 levels of success and strategies from 6 to 12 years Pere Ivars y Ceneida Fern\u00e1ndez Diferentes interpretaciones de las dificultades de aprendizaje en\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/11\/abril2016\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":19,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[3],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1"}],"version-history":[{"count":9,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1\/revisions"}],"predecessor-version":[{"id":25,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1\/revisions\/25"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media\/19"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}