{"id":404,"date":"2016-05-14T19:44:24","date_gmt":"2016-05-14T19:44:24","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=404"},"modified":"2016-05-14T19:46:28","modified_gmt":"2016-05-14T19:46:28","slug":"vol27-3-3-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol27-3-3-en\/","title":{"rendered":"Previous ideas about multiplication and division with decimals: its evolution from an experience with the Laberinto de decimales"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Evelyn Valencia y Alicia \u00c1vila<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>For several decades, students\u2019 learning processes of decimal numbers have been investigated. Difficulties and obstacles have been identified, some of which can be attributed to the instructional approaches that are used. One of those obstacles is related to the intuitive models of the meaning of multiplication and division, which students develop as they engage with these operations in the context of natural numbers. In this paper, results are analyzed of the 82 Educaci\u00f3n Matem\u00e1tica, vol. 27, n\u00fam. 3, diciembre de 2015 Ideas previas sobre la multiplicaci\u00f3n y divisi\u00f3n con decimales implementation of a didactical situation, named \u201cThe maze of decimals\u201d, aimed at overcoming those models. The analysis centers on the evolution of students\u2019 reasoning while engaging in the situation. It is noticeable how students struggle to abandon the conceptions of \u201cmultiplication makes bigger, division shrinks.\u201d This process is mediated by diverse ideas that lead to the construction of new rules about the meaning of multiplication and division.<\/p>\n<p>Keywords: multiplication and division with decimals, intuitive models, learning decimals, didactic situations, knowledge building.<\/p>\n<p><a href=\"http:\/\/somidem.com.mx\/descargas\/Vol27-3-3.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>Evelyn Valencia y Alicia \u00c1vila Abstract:For several decades, students\u2019 learning processes of decimal numbers have been investigated. Difficulties and obstacles have been identified, some of which can be attributed to the instructional approaches that are used. One of those obstacles is related to the intuitive models of the meaning of\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol27-3-3-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":[133,135,129,127,130,128,132,131,126,134],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/404"}],"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=404"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/404\/revisions"}],"predecessor-version":[{"id":405,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/404\/revisions\/405"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=404"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=404"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=404"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}