\non the formulation of a set of didactic-mathematical indicators of the \u201cdialectics\u201d
\nof study and research. These indicators were constructed based on the data
\nobtained from de design, implementation and evaluation of a study and research
\npath (SRP). The SRP\u2019s initial questions are connected to market equilibrium in
\na microeconomic model of the supply and demand. Two implementations were
\ndeveloped in the last year of the Argentine secondary level (16-17years) (N = 60).
\nThe teacher proposed to the students the following type of questions: How to
\ndetermine the market equilibrium? If the parameters of the model are modified:
\nHow to describe the variation of the point of equilibrium?
\nHow much does the
\npoint of equilibrium change exactly in each case? We conclude that the most
\nidentified dialectics are: the individual and collective, theme and out of theme,
\nstudy and research, praxeological analysis-synthesis and didactic of analysis-
\nsynthesis, and the dialectic of black boxes and clear boxes.<\/p>\n
Keywords:<\/strong> Market balance; Study and Research Path; Anthropological Theory DOI: 10.24844\/EM2903.01<\/strong><\/p>\n Ver\u00f3nica Parra Mar\u00eda Rita Otero Abstract. This paper proposes and describes an analysis methodology based on the formulation of a set of didactic-mathematical indicators of the \u201cdialectics\u201d of study and research. These indicators were constructed based on the data obtained from de design, implementation and evaluation of a study and\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\/2170"}],"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=2170"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2170\/revisions"}],"predecessor-version":[{"id":2171,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2170\/revisions\/2171"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=2170"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=2170"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=2170"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nof the Didactic; dialectics; didactic-mathematical indicators.<\/p>\n![\"\"](\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\")
<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"