{"id":814,"date":"2016-05-16T20:08:57","date_gmt":"2016-05-16T20:08:57","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=814"},"modified":"2016-05-16T20:13:38","modified_gmt":"2016-05-16T20:13:38","slug":"vol25-3-2-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-3-2-en\/","title":{"rendered":"Interacciones en el aula de secundaria acerca de la dualidad infinito actual infinito potencial en un contexto geom\u00e9trico"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Ana Mar\u00eda M\u00e1ntica y Ana Laura Carb\u00f3<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract: <\/strong>This article analyses the activity carried out by second-year students at a secondary school in Santa Fe in which the actual-potential infinity conflict is introduced. Students\u2019 intuition on the concepts of infinitive and bounded sets can be noticed in the study of recordings and written devices records. It can be realized from the students&#8217; dialogue how most of them offer resistance to accept the idea that a bounded set can be an infinitive set. It is also showed that the highly consolidated notion of unit of measurement makes it difficult for students to consider its parts. It is realized that notions on intuition basis prevents from the acceptance of formal concepts.<\/p>\n<p>Keywords: research-action, actual infinity, potential infinity; triangular inequality, interactions.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.com\/pdf\/documentos\/REM\/REM25-3\/Vol25-3-2.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>Ana Mar\u00eda M\u00e1ntica y Ana Laura Carb\u00f3 Abstract: This article analyses the activity carried out by second-year students at a secondary school in Santa Fe in which the actual-potential infinity conflict is introduced. Students\u2019 intuition on the concepts of infinitive and bounded sets can be noticed in the study of\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-3-2-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":[444,446,445,443],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/814"}],"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=814"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/814\/revisions"}],"predecessor-version":[{"id":817,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/814\/revisions\/817"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=814"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=814"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=814"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}