{"id":1853,"date":"2017-07-29T00:21:29","date_gmt":"2017-07-29T00:21:29","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1853"},"modified":"2017-07-29T00:27:50","modified_gmt":"2017-07-29T00:27:50","slug":"how-do-six","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/07\/29\/how-do-six\/","title":{"rendered":"How do Six to Nine Year-old Children Understand Geometrical Shapes"},"content":{"rendered":"

Melania Bernabeu<\/a>
\nSalvador Llinares<\/a><\/p>\n

Abstract.<\/strong> This study examines developing concepts of geometric shapes in 6 to
\n9 years old children. We use the notions of Duval\u2019s perceptual, operative and
\ndiscursive apprehensions and Fischbein\u2019s figural concept to analyse the students\u2019
\nunderstanding of shapes and how they completed sorting tasks. We interviewed
\n30 children ages 6 to 9 and analysed how they recognized and associated figure
\nattributes so as to classify them. Findings indicate that (a) There is a mismatch
\nbetween the term used to name prototypical figures and the way in which they
\nare understood; (b) That the recognition of attributes to classify figures is not a
\nuniform process and depends on which attribute is considered (c) The prototypical
\nfigures condition the understanding of the notion of geometrical figure class.
\nThese findings give us new knowledge about how elementary school students
\nestablish relations between perceptual and conceptual approaches in understanding
\nthe progression of the geometrical shapes.<\/p>\n

Keywords:<\/strong> Understanding of shapes, figural concept, clinical task-based interview,
\ngeometrical thinking, geometric shapes.<\/p>\n

DOI: 10.24844\/EM2902.01<\/p>\n

\"\"<\/a><\/p>\n

Guardar<\/span><\/p>\n

Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Melania Bernabeu Salvador Llinares Abstract. This study examines developing concepts of geometric shapes in 6 to 9 years old children. We use the notions of Duval\u2019s perceptual, operative and discursive apprehensions and Fischbein\u2019s figural concept to analyse the students\u2019 understanding of shapes and how they completed sorting tasks. We interviewed\u2026 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\/1853"}],"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=1853"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1853\/revisions"}],"predecessor-version":[{"id":1855,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1853\/revisions\/1855"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1853"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1853"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1853"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}