{"id":818,"date":"2016-05-16T20:28:37","date_gmt":"2016-05-16T20:28:37","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=818"},"modified":"2016-05-16T20:29:27","modified_gmt":"2016-05-16T20:29:27","slug":"vol25-3-3-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-3-3-en\/","title":{"rendered":"Visualizaci\u00f3n en el \u00e1rea de regiones poligonales. Una metodolog\u00eda de an\u00e1lisis de textos escolares"},"content":{"rendered":"<p><span style=\"color: #e95d00;\">Gustavo Adolfo Marmolejo Avenia y Mar\u00eda Teresa Gonz\u00e1lez Astudillo<\/span><\/p>\n<p style=\"text-align: justify;\"><strong>Abstract: <\/strong>Abstract: Students do not acquire the visualization ability spontaneously, therefore its development must be considered from the earliest levels. Then what content is necessary to facilitate the acquisition of this cognitive activity must be determined. The area of polygonal regions may be one of the contents suitable for the development of visualization because it resorts to the use of figures<br \/>\ninvolving the student in activities that require their use. Since textbooks are also an important resource in the classroom and they influence on how the mathematical content is taught in school, it should be considered its study and analysis. In this sense, characterizing area of polygonal regions tasks by the type of visualization that textbooks promote for its development or understanding is a first aspect to detect the role of visualization in texts. In this paper we present a methodology for analyzing tasks that allows such characterization. There have been considered five categories of analysis: visual operation, figural change, dimensional changes, bidimensional focus change, and flow change. The application of the proposed method is illustrated by analyzing a task of a first grade<br \/>\nmath book of Compulsory Secondary Education (ESO).<\/p>\n<p>Keywords: visualization, areas of plane figures, textbooks, methodology of analysis.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.com\/pdf\/documentos\/REM\/REM25-3\/Vol25-3-3.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>Gustavo Adolfo Marmolejo Avenia y Mar\u00eda Teresa Gonz\u00e1lez Astudillo Abstract: Abstract: Students do not acquire the visualization ability spontaneously, therefore its development must be considered from the earliest levels. Then what content is necessary to facilitate the acquisition of this cognitive activity must be determined. The area of polygonal regions\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/16\/vol25-3-3-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":[219],"tags":[452,453,53,351],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/818"}],"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=818"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/818\/revisions"}],"predecessor-version":[{"id":822,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/818\/revisions\/822"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=818"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=818"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=818"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}