{"id":376,"date":"2016-05-14T19:06:12","date_gmt":"2016-05-14T19:06:12","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=376"},"modified":"2016-05-14T19:07:23","modified_gmt":"2016-05-14T19:07:23","slug":"vol27-2-5-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol27-2-5-en\/","title":{"rendered":"Rule of signs of the multiplication: a proposal didactic"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Jos\u00e9 Benjam\u00edn Chan Dom\u00ednguez y Genny Roc\u00edo Uicab Ballote<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>This project describes the design and implementation of a methodological approach to introduce the rules of multiplications signs through the geometric representation of the<br \/>\nproduct like the area of a rectangle. The proposal considers two sequences of activities organized, both on a worksheet as well as the software Cabri II Plus. This proposal is designed in the focus of Brousseau\u2019s theory of didactic situations, and it has the student as the principal actor, which is in charge of an experimentation and explanation process during the resolution of learning activities, for building of the signs rules. This proposal is designed for middle school students.<\/p>\n<p>Key words: Rules of the signs, learning environment, school treatment, theory of the didactic<br \/>\nsituations, didactic engineering.<\/p>\n<p><a href=\"http:\/\/somidem.com.mx\/descargas\/Vol27-2-5.pdf\"><img class=\"alignright wp-image-81\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"descarga2\" width=\"150\" \/> <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Jos\u00e9 Benjam\u00edn Chan Dom\u00ednguez y Genny Roc\u00edo Uicab Ballote Abstract:This project describes the design and implementation of a methodological approach to introduce the rules of multiplications signs through the geometric representation of the product like the area of a rectangle. The proposal considers two sequences of activities organized, both on\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol27-2-5-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":[79],"tags":[112,107,109,104,103,108,110,106,111,105],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/376"}],"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=376"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/376\/revisions"}],"predecessor-version":[{"id":379,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/376\/revisions\/379"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=376"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=376"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=376"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}