{"id":1673,"date":"2016-11-29T01:44:26","date_gmt":"2016-11-29T01:44:26","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1673"},"modified":"2016-11-29T02:13:11","modified_gmt":"2016-11-29T02:13:11","slug":"vol28-3-8en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-8en\/","title":{"rendered":"The variable concept: an analysis with high school students"},"content":{"rendered":"<p><strong>Authors:<\/strong> Heli Herrera L\u00f3pez, Abraham Cuesta Borges, Juana Elisa Escalante Vega<\/p>\n<p><strong>Abstract:<\/strong> This article analyze the results of the resolutions mode of 48 students<br \/>\nfrom three different levels of learning in high school, when they try to solve<br \/>\nproblems that involve generalization and modeling process through the relation<br \/>\nbetween algebraic language with figurative, natural and arithmetic language.<br \/>\nUsing the 3uv Model (3 uses of the variable) to describe the comprehension of<br \/>\nthe different aspects that characterize the variable as the acting of the students<br \/>\nwhen they face tasks.<\/p>\n<p><strong>Key words<\/strong>: mathematical education, difficulties, high school teaching, algebraic<br \/>\nthinking, variables.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/8.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Heli Herrera L\u00f3pez, Abraham Cuesta Borges, Juana Elisa Escalante Vega Abstract: This article analyze the results of the resolutions mode of 48 students from three different levels of learning in high school, when they try to solve problems that involve generalization and modeling process through the relation between algebraic\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-8en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1673"}],"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=1673"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1673\/revisions"}],"predecessor-version":[{"id":1684,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1673\/revisions\/1684"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1673"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1673"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1673"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}