{"id":704,"date":"2016-05-16T18:25:45","date_gmt":"2016-05-16T18:25:45","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=704"},"modified":"2016-05-16T18:40:14","modified_gmt":"2016-05-16T18:40:14","slug":"vol25-2-1-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-2-1-en\/","title":{"rendered":"La equipartici\u00f3n como obst\u00e1culo did\u00e1ctico en la ense\u00f1anza de las fracciones"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Jos\u00e9 Luis Cortina, Claudia Z\u00fa\u00f1iga y Jana Visnovska <\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract: <\/strong> We advance the conjecture that equipartition constitutes what Brousseau\u2019s calls a didactical obstacle in the fraction realm. Building on Hans Freudenthal, Patrick Thompson and Luis Saldanha\u00b4s analyses of the fraction concept, we explain why it is reasonable to consider that equipartition orients pupils to develop ways of conceiving fractions that interfere with the development of a mature understanding of rational numbers.<\/p>\n<p>Keywords: fractions, didactical obstacle, equipartition, rational numbers<br \/>\n<a href=\"http:\/\/www.revista-educacion-matematica.com\/pdf\/documentos\/REM\/REM25-2\/Vol25-2-1.pdf\"><img loading=\"lazy\" class=\"alignright wp-image-81\" src=\"http:\/\/www.revista-educacion-matematica.com\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"descarga2\" width=\"150\" height=\"53\" \/> <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Jos\u00e9 Luis Cortina, Claudia Z\u00fa\u00f1iga y Jana Visnovska Abstract: We advance the conjecture that equipartition constitutes what Brousseau\u2019s calls a didactical obstacle in the fraction realm. Building on Hans Freudenthal, Patrick Thompson and Luis Saldanha\u00b4s analyses of the fraction concept, we explain why it is reasonable to consider that equipartition\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-2-1-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":[219],"tags":[391,392,390,393],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/704"}],"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=704"}],"version-history":[{"count":3,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/704\/revisions"}],"predecessor-version":[{"id":768,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/704\/revisions\/768"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=704"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=704"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=704"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}