{"id":1765,"date":"2017-03-31T04:12:47","date_gmt":"2017-03-31T04:12:47","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1765"},"modified":"2017-04-06T18:30:33","modified_gmt":"2017-04-06T18:30:33","slug":"rotaeche-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/rotaeche-en\/","title":{"rendered":"Angle Concept Learning in Mexican Junior High School Students"},"content":{"rendered":"<p><a href=\"mailto:arotaeche@badenpowell.edu.mx\">Rosa Araceli Rotaeche Guerrero<\/a><br \/>\n<a href=\"mailto:gmontiele@cinvestav.mx\">Gisela Montiel Espinosa<\/a><\/p>\n<p><strong>Abstract:<\/strong> We present on this paper a didactic experience which main goal was<br \/>\nstudents learning the concept of angle. To achieve it a design was conducted<br \/>\nby a Didactic Engineering. The preliminary analysis integrates previous research<br \/>\nresults that highlight specificity of didactic phenomena associated to the school<br \/>\nconcept of angle, and some historic and didactical considerations.<br \/>\nEven when the didactic experience was satisfactory for the teacher and her<br \/>\nstudents, from an initial evaluation is concluded that the school concept of angle<br \/>\nis not \u201clearned\u201d in a formal and absolute sense, but associated meanings to its<br \/>\nnature are developed; so we say students can use angularity in order to interact<br \/>\nwith their environment.<br \/>\n<strong>Keywords:<\/strong> Angle, Meanings of angle, Angularity, Didactic Engineering, Didactic<br \/>\ncontract.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol29\/1\/Rotaeche.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-81 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"72\" \/><\/a><span class=\"\" lang=\"ES-TRAD\">DOI: 10.24844\/EM2901.07<\/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>Rosa Araceli Rotaeche Guerrero Gisela Montiel Espinosa Abstract: We present on this paper a didactic experience which main goal was students learning the concept of angle. To achieve it a design was conducted by a Didactic Engineering. The preliminary analysis integrates previous research results that highlight specificity of didactic phenomena\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/rotaeche-en\/\">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":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1765"}],"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=1765"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1765\/revisions"}],"predecessor-version":[{"id":1799,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1765\/revisions\/1799"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1765"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1765"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1765"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}