{"id":626,"date":"2016-05-15T20:32:03","date_gmt":"2016-05-15T20:32:03","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=626"},"modified":"2016-05-15T20:37:57","modified_gmt":"2016-05-15T20:37:57","slug":"vol26-1-4-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/15\/vol26-1-4-en\/","title":{"rendered":"Entre la aritm\u00e9tica y el \u00e1lgebra. Un an\u00e1lisis hist\u00f3rico de los \u201cproblemas de grifos\u201d"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Antonio M. Oller Marc\u00e9n y Vicente Meavilla Segu\u00ed<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract:<\/strong>The transition between Arithmetic and Algebra is an interesting and long-standing research topic in Mathematics Education. In this sense, the analysis of the arithmetical or algebraic character of certain problems arises as a relevant issue in order to design teaching sequences that help to expedite that transition. In this work we present a historical analysis of a family of problems as a tool to perform that kind of analysis and we exemplify it with the paradigmatic case of tap problems.<\/p>\n<p>Keywords: arithmetic, algebra, tap problems, historical analysis, history of mathematics.<\/p>\n<p><a href=\"http:\/\/somidem.com.mx\/descargas\/Vol26-1-4.pdf\"><img loading=\"lazy\" class=\"alignright wp-image-81\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"descarga2\" width=\"150\" height=\"53\" \/> <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Antonio M. Oller Marc\u00e9n y Vicente Meavilla Segu\u00ed Abstract:The transition between Arithmetic and Algebra is an interesting and long-standing research topic in Mathematics Education. In this sense, the analysis of the arithmetical or algebraic character of certain problems arises as a relevant issue in order to design teaching sequences that\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/15\/vol26-1-4-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":[220],"tags":[337,341,343,344,342],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/626"}],"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=626"}],"version-history":[{"count":3,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/626\/revisions"}],"predecessor-version":[{"id":635,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/626\/revisions\/635"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=626"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=626"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=626"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}