Desafíos experimentados al detallar el análisis de las conexiones matemáticas y etnomatemáticas desde una visión ontosemiótica
DOI:
10.37618/PARADIGMA.1011-2251.2023.p509-538.id1405Palavras-chave:
Conexiones matemáticas y etnomatemáticas, Enfoque ontosemiótico, Recta tangente, CometasResumo
Desde una visión ontosemiótica se analizaron las conexiones matemáticas y etnomatemáticas a partir de tres desafíos. Teóricamente se usó la articulación entre la Teoría Ampliada de las Conexiones (TAC) y el Enfoque Ontosemiótico (EOS). La metodología fue cualitativa donde participaron estudiantes universitarios de licenciatura en matemáticas, un artesano de cometas y un profesor de matemáticas en servicio. Los datos se recolectaron a través de cuestionarios, producciones escritas, entrevistas semiestructuradas y la observación participante. El análisis de datos se entiende a manera de tres desafíos: en el primero se analizaron las conexiones matemáticas de los estudiantes cuando resuelven problemas sobre la recta tangente y derivada; en el segundo desafío se analizaron las conexiones etnomatemáticas evidenciadas en la elaboración de cometas por un artesano que usa unidades de medidas convencionales y no convencionales y nociones geométricas; en el tercer desafío se analizaron las conexiones etnomatemáticas y matemáticas activadas por el profesor en servicio cuando construye la cometa y la usa para explicar la existencia de triángulos isósceles y ángulos opuestos por el vértice. Cabe destacar que las conexiones se detallaron en términos de prácticas, procesos, objetos y funciones semióticas.Downloads
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Referências
ARZARELLO, F.; OLIVERO, F. Theories and empirical researches: towards a common framework. Proceedings of the 4th Conference of the European Society for Research in Mathematics Education, 2006.
BIKNER-AHSBAHS, A.; PREDIGER, S. Networking theories—an approach for exploiting the diversity of theoretical approaches. In B. Sriraman & L. English (Eds.), Theories of mathematics education. Advances in mathematics education, pp. 589–592, 2010. New York: Springer.
BIKNER-AHSBAHS, A.; PREDIGER, S. (Eds). Networking of theories as a research practice in mathematics education. Dordrecht: Springer, 2014.
BIKNER-AHSBAHS, A.; VOHNS, A. Theories of and in Mathematics Education. In Traditions in German-Speaking Mathematics Education Research, pp. 171-200, Cham: Springer, 2019.
BIKNER-AHSBAHS, A. Adaptive teaching of covariational reasoning: Networking “the way of being” on two layers. The Journal of Mathematical Behavior, London, 67, 2022, p. 1-13, 2022. https://doi.org/10.1016/j.jmathb.2022.100967
BOERO, P.; DREYFUS, T.; GRAVEMEIJER, K.; GRAY, E.; HERSHKOWITZ, R.; SCHWARZ, B.; SIERPINSKA, A.; TALL, D. Abstraction: Theories about the emergence of knowledge structures. In: A. Cockburn & E. Nardi (Eds.), Proceedings of the 26th international conference on the psychology of mathematics education, v. 1, pp. 111–138. Norwich: East Anglia University/PME, 2002.
BORJI, V.; FONT, V.; ALAMOLHODAEI, H.; SÁNCHEZ, A. Application of the Complementarities of Two Theories, APOS and OSA, for the Analysis of the University Students’ Understanding on the Graph of the Function and its Derivative. EURASIA Journal of Mathematics, Science and Technology Education, London, v.14, n. 6, p. 2301-2315, 2018. DOI: https://doi.org/10.29333/ejmste/89514
BORJI, V.; ERFANI, H.; FONT, V. A combined application of APOS and OSA to explore undergraduate students’ understanding of polar coordinates. International Journal of Mathematical Education in Science and Technology, London, p. 1-19. 2019, DOI; https://doi.org/10.1080/0020739X.2019.1578904
BOSCH, M.; GASCÓN, J.; TRIGUEROS, M. Dialogue between theories interpreted as research praxeologies: The case of APOS and the ATD. Educational Studies in Mathematics, Dordrecht, v. 95, n.1, p. 39-52, 2017. DOI: https://doi.org/10.1007/s10649-016-9734-3
BUSINSKAS, A. M. Conversations about connections: How secondary mathematics teachers conceptualize and contend with mathematical connections. 2008. PhD Thesis-Simon Fraser University. Canada.
CAMPO-MENESES, K.; GARCÍA-GARCÍA, J. Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos. Educación Matemática, Guadalajara, v. 32, n. 3, p. 209-240, 2020. DOI: https://doi.org/10.24844/em3203.08
COHEN, L.; MANION, L.; MORRISON, K. Research methods in education. London and New York: Routledge, 2018.
D’AMBROSIO, U. Etnomatemática: Elo entre las tradições e a modernidad. Colección: Tendencias en educación matemática. Belo Horizonte: Autêtica, 2001.
DOLORES-FLORES, C.; GARCÍA-GARCÍA, J. Conexiones intramatemáticas y extramatemáticas que se producen al resolver problemas de Cálculo en contexto: un estudio de casos en el nivel superior. Bolema: Mathematics Education Bulletin, Rio Claro, v. 31, n. 57, p. 158–180, 2017. Available in: http://dx.doi.org/10.1590/1980-4415v31n57a08
DRIJVERS, P.; GODINO, J. D.; FONT, V.; TROUCHE, L. One episode, two lenses. Educational Studies in Mathematics, Dordrecht, v. 82, n. 1, p. 23–49, 2013. Available in: https://doi.org/10.1007/s10649-012-9416-8
EVITTS, T. Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula. 2004. PhD Thesis- Pennsylvania State University College of Education. EE. UU.
FONT, V. Una perspectiva ontosemiótica sobre cuatro instrumentos de conocimiento que comparten un aire de familia: Particular/general, representación, metáfora y contexto. Educación Matemática, Guadalajara, v. 19, n. 2, p. 95–128, 2007.
FONT, V.; TRIGUEROS, M.; BADILLO, E.; RUBIO, N. Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA. Educational Studies in Mathematics, Dordrecht, v. 91, n. 1, 107–122, 2016. DOI: https://doi.org/10.1007/s10649-015-9639-6
FONT, V.; GODINO, J.; GALLARDO, J. The emergence of objects from mathematical practices. Educational Studies in Mathematics, Dordrecht, 2013, v. 82, p. 97-124. DOI: https://doi.org/10.1007/s10649-012-9411-0
FONT, V. Coordinación de Teorías en Educación Matemática: el caso del enfoque ontosemiótico. Perspectivas da Educação Matemática, Campo Grande, v. 9, n. 20, 2016.
GARCÍA-GARCÍA, J.; DOLORES-FLORES, C. Intra-mathematical connections made by high school students in performing Calculus tasks, International Journal of Mathematical Education in Science and Technology, London, v. 49, n. 2, p. 227–252, 2018. DOI: http://dx.doi.org/10.1080/0020739X.2017.1355994.
GARCÍA-GARCÍA, J.; DOLORES-FLORES, C. Pre-university students' mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal, [s.l], 2019. DOI: http://dx.doi.org/10.1007/s13394-019-00286-x.
GODINO, J. D.; BATANERO, C.; FONT, V. The onto-semiotic approach to research in mathematics education. ZDM–The International Journal on Mathematics Education, Hamburg, v. 39, n. 1–2, p. 127–135, 2007. DOI: https://doi.org/10.1007/s11858-006-0004-1
GODINO, J.; D., BATANERO, C.; FONT, V. The onto-semiotic approach: implications for the prescriptive character of didactics. For the Learning of Mathematics, New Westminster, v. 39, n. 1, p. 37- 42, 2019.
GODINO, J. D.; BELTRÁN-PELLICER, P.; BURGOS, M. Concordancias y complementariedades entre la Teoría de la Objetivación y el Enfoque Ontosemiótico. Revista Colombiana de Matemática Educativa, Bogotá, v. 5, n. 2, p. 51-66, 2020.
GODINO, J. D.; BATANERO, C. Significado institucional y personal de los objetos matemáticos. Recherches en didactique des Mathématiques, Grenoble, v.14, n. 3, p. 325-355, 1994.
HIEBERT, J.; CARPENTER, T. Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research of mathematics teaching and learning, pp. 65–79, Macmillan, 1992.
KIDRON, I.; BIKNER-AHSBAHS, A. Advancing research by means of the networking of theories. In A. Bikner-Ahsbahs, Ch., Knipping, & N. Presmeg (Eds.), Approaches to qualitative methods in mathematics education—Examples of methodology and methods, pp. 221–232. New York: Springer, 2015.
LEDEZMA, C.; FONT, V.; SALA, G. Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives. Mathematics Education Research Journal, [s.l], p. 1-27, 2022. DOI: https://doi.org/10.1007/s13394-022-00411-3
MHLOLO, M. K. Mathematical connections of a higher cognitive level: A tool we may use to identify these in practice. African Journal of Research in Mathematics, Science and Technology Education, London, v.16, n. 2, p. 176–191, 2012. DOI: https://doi.org/10.1080/10288457.2012.10740738
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS [NCTM]. Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics, 2000.
PINO-FAN, L.; GUZMÁN, I.; FONT, V.; DUVAL, R. Analysis of the underlying cognitive activity in the resolution of a task on derivability of the absolute-value function: Two theoretical perspectives. PNA, Granada, v. 11, n. 2, p. 97-124, 2017. DOI: https://doi.org/10.30827/pna.v11i2.6076
PREDIGER, S.; BIKNER-AHSBAHS, A.; ARZARELLO, F. Networking strategies and methods for connection theoretical approaches: First steps towards a conceptual framework. ZDM-The International Journal on Mathematics Education, Hamburg, v. 40, n. 2, p. 165–178, 2008. DOI: https://doi.org/10.1007/s11858-008-0086-z
RADFORD, L. Connecting theories in mathematics education: challenges and possibilities. ZDM-The International Journal on Mathematics Education, Hamburg, v. 40, p. 317–327, 2008. DOI: https://doi.org/10.1007/s11858-008-0090-3
RODRÍGUEZ-NIETO, C. A. Explorando las conexiones entre sistemas de medidas usados en prácticas cotidianas en el municipio de Baranoa. IE Revista de Investigación Educativa de la REDIECH, Chihuahua, v. 857, n. 11, p. 1-31, 2020.
RODRÍGUEZ-NIETO, C. A. Conexiones etnomatemáticas entre conceptos geométricos en la elaboración de las tortillas de Chilpancingo, México. Revista de investigación desarrollo e innovación, Tunja, v. 11, n. 2, p. 273-296, 2021. DOI:
https://doi.org/10.19053/20278306.v11.n2.2021.12756
RODRÍGUEZ-NIETO, C. A.; ALSINA, Á. Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices. Eurasia Journal of Mathematics Science and Technology Education, London, v. 18, n. 3, p. 2-22, 2022. DOI: https://doi.org/10.29333/ejmste/11710
RODRÍGUEZ-NIETO, C. A.; CERVANTES-BARRAZA, J. A.; FONT, V. Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, London, v. 19, n. 5, p. 1-20, 2023. DOI: https://doi.org/10.29333/ejmste/13157
RODRÍGUEZ-NIETO, C. A.; ESCOBAR-RAMÍREZ, Y. Conexiones Etnomatemáticas en la Elaboración del Sancocho de Guandú y su Comercialización en Sibarco, Colombia. Bolema: Boletim de Educação Matemática, Rio Claro, v. 36, p. 971-1002, 2022. DOI: https://doi.org/10.1590/1980-4415v36n74a02
RODRÍGUEZ-NIETO, C. A.; FONT, V.; BORJI, V.; RODRÍGUEZ-VÁSQUEZ, F. M. Mathematical connections from a networking of theories between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, London, v. 53, n. 9, p. 2364-2390, 2022a. DOI: https://doi.org/10.1080/0020739X.2021.1875071
RODRÍGUEZ-NIETO, C. A.; FONT, V.; RODRÍGUEZ-VÁSQUEZ, F. M. Literature review on networking of theories developed in mathematics education context. EURASIA Journal of Mathematics, Science and Technology Education, London, v. 18, n. 11, p. 1-25, 2022b. DOI: https://doi.org/10.29333/ejmste/12513
RODRÍGUEZ-NIETO, C.; RODRÍGUEZ-VÁSQUEZ, F.; FONT, V. A new view about connections: the mathematical connections established by a teacher when teaching the derivative. International Journal of Mathematical Education in Science and Technology, London, v. 53, n. 6, p. 1231-1256, 2020. DOI: https://doi.org/10.1080/0020739X.2020.1799254
BIKNER-AHSBAHS, A.; PREDIGER, S. Networking theories—an approach for exploiting the diversity of theoretical approaches. In B. Sriraman & L. English (Eds.), Theories of mathematics education. Advances in mathematics education, pp. 589–592, 2010. New York: Springer.
BIKNER-AHSBAHS, A.; PREDIGER, S. (Eds). Networking of theories as a research practice in mathematics education. Dordrecht: Springer, 2014.
BIKNER-AHSBAHS, A.; VOHNS, A. Theories of and in Mathematics Education. In Traditions in German-Speaking Mathematics Education Research, pp. 171-200, Cham: Springer, 2019.
BIKNER-AHSBAHS, A. Adaptive teaching of covariational reasoning: Networking “the way of being” on two layers. The Journal of Mathematical Behavior, London, 67, 2022, p. 1-13, 2022. https://doi.org/10.1016/j.jmathb.2022.100967
BOERO, P.; DREYFUS, T.; GRAVEMEIJER, K.; GRAY, E.; HERSHKOWITZ, R.; SCHWARZ, B.; SIERPINSKA, A.; TALL, D. Abstraction: Theories about the emergence of knowledge structures. In: A. Cockburn & E. Nardi (Eds.), Proceedings of the 26th international conference on the psychology of mathematics education, v. 1, pp. 111–138. Norwich: East Anglia University/PME, 2002.
BORJI, V.; FONT, V.; ALAMOLHODAEI, H.; SÁNCHEZ, A. Application of the Complementarities of Two Theories, APOS and OSA, for the Analysis of the University Students’ Understanding on the Graph of the Function and its Derivative. EURASIA Journal of Mathematics, Science and Technology Education, London, v.14, n. 6, p. 2301-2315, 2018. DOI: https://doi.org/10.29333/ejmste/89514
BORJI, V.; ERFANI, H.; FONT, V. A combined application of APOS and OSA to explore undergraduate students’ understanding of polar coordinates. International Journal of Mathematical Education in Science and Technology, London, p. 1-19. 2019, DOI; https://doi.org/10.1080/0020739X.2019.1578904
BOSCH, M.; GASCÓN, J.; TRIGUEROS, M. Dialogue between theories interpreted as research praxeologies: The case of APOS and the ATD. Educational Studies in Mathematics, Dordrecht, v. 95, n.1, p. 39-52, 2017. DOI: https://doi.org/10.1007/s10649-016-9734-3
BUSINSKAS, A. M. Conversations about connections: How secondary mathematics teachers conceptualize and contend with mathematical connections. 2008. PhD Thesis-Simon Fraser University. Canada.
CAMPO-MENESES, K.; GARCÍA-GARCÍA, J. Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos. Educación Matemática, Guadalajara, v. 32, n. 3, p. 209-240, 2020. DOI: https://doi.org/10.24844/em3203.08
COHEN, L.; MANION, L.; MORRISON, K. Research methods in education. London and New York: Routledge, 2018.
D’AMBROSIO, U. Etnomatemática: Elo entre las tradições e a modernidad. Colección: Tendencias en educación matemática. Belo Horizonte: Autêtica, 2001.
DOLORES-FLORES, C.; GARCÍA-GARCÍA, J. Conexiones intramatemáticas y extramatemáticas que se producen al resolver problemas de Cálculo en contexto: un estudio de casos en el nivel superior. Bolema: Mathematics Education Bulletin, Rio Claro, v. 31, n. 57, p. 158–180, 2017. Available in: http://dx.doi.org/10.1590/1980-4415v31n57a08
DRIJVERS, P.; GODINO, J. D.; FONT, V.; TROUCHE, L. One episode, two lenses. Educational Studies in Mathematics, Dordrecht, v. 82, n. 1, p. 23–49, 2013. Available in: https://doi.org/10.1007/s10649-012-9416-8
EVITTS, T. Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula. 2004. PhD Thesis- Pennsylvania State University College of Education. EE. UU.
FONT, V. Una perspectiva ontosemiótica sobre cuatro instrumentos de conocimiento que comparten un aire de familia: Particular/general, representación, metáfora y contexto. Educación Matemática, Guadalajara, v. 19, n. 2, p. 95–128, 2007.
FONT, V.; TRIGUEROS, M.; BADILLO, E.; RUBIO, N. Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA. Educational Studies in Mathematics, Dordrecht, v. 91, n. 1, 107–122, 2016. DOI: https://doi.org/10.1007/s10649-015-9639-6
FONT, V.; GODINO, J.; GALLARDO, J. The emergence of objects from mathematical practices. Educational Studies in Mathematics, Dordrecht, 2013, v. 82, p. 97-124. DOI: https://doi.org/10.1007/s10649-012-9411-0
FONT, V. Coordinación de Teorías en Educación Matemática: el caso del enfoque ontosemiótico. Perspectivas da Educação Matemática, Campo Grande, v. 9, n. 20, 2016.
GARCÍA-GARCÍA, J.; DOLORES-FLORES, C. Intra-mathematical connections made by high school students in performing Calculus tasks, International Journal of Mathematical Education in Science and Technology, London, v. 49, n. 2, p. 227–252, 2018. DOI: http://dx.doi.org/10.1080/0020739X.2017.1355994.
GARCÍA-GARCÍA, J.; DOLORES-FLORES, C. Pre-university students' mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal, [s.l], 2019. DOI: http://dx.doi.org/10.1007/s13394-019-00286-x.
GODINO, J. D.; BATANERO, C.; FONT, V. The onto-semiotic approach to research in mathematics education. ZDM–The International Journal on Mathematics Education, Hamburg, v. 39, n. 1–2, p. 127–135, 2007. DOI: https://doi.org/10.1007/s11858-006-0004-1
GODINO, J.; D., BATANERO, C.; FONT, V. The onto-semiotic approach: implications for the prescriptive character of didactics. For the Learning of Mathematics, New Westminster, v. 39, n. 1, p. 37- 42, 2019.
GODINO, J. D.; BELTRÁN-PELLICER, P.; BURGOS, M. Concordancias y complementariedades entre la Teoría de la Objetivación y el Enfoque Ontosemiótico. Revista Colombiana de Matemática Educativa, Bogotá, v. 5, n. 2, p. 51-66, 2020.
GODINO, J. D.; BATANERO, C. Significado institucional y personal de los objetos matemáticos. Recherches en didactique des Mathématiques, Grenoble, v.14, n. 3, p. 325-355, 1994.
HIEBERT, J.; CARPENTER, T. Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research of mathematics teaching and learning, pp. 65–79, Macmillan, 1992.
KIDRON, I.; BIKNER-AHSBAHS, A. Advancing research by means of the networking of theories. In A. Bikner-Ahsbahs, Ch., Knipping, & N. Presmeg (Eds.), Approaches to qualitative methods in mathematics education—Examples of methodology and methods, pp. 221–232. New York: Springer, 2015.
LEDEZMA, C.; FONT, V.; SALA, G. Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives. Mathematics Education Research Journal, [s.l], p. 1-27, 2022. DOI: https://doi.org/10.1007/s13394-022-00411-3
MHLOLO, M. K. Mathematical connections of a higher cognitive level: A tool we may use to identify these in practice. African Journal of Research in Mathematics, Science and Technology Education, London, v.16, n. 2, p. 176–191, 2012. DOI: https://doi.org/10.1080/10288457.2012.10740738
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS [NCTM]. Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics, 2000.
PINO-FAN, L.; GUZMÁN, I.; FONT, V.; DUVAL, R. Analysis of the underlying cognitive activity in the resolution of a task on derivability of the absolute-value function: Two theoretical perspectives. PNA, Granada, v. 11, n. 2, p. 97-124, 2017. DOI: https://doi.org/10.30827/pna.v11i2.6076
PREDIGER, S.; BIKNER-AHSBAHS, A.; ARZARELLO, F. Networking strategies and methods for connection theoretical approaches: First steps towards a conceptual framework. ZDM-The International Journal on Mathematics Education, Hamburg, v. 40, n. 2, p. 165–178, 2008. DOI: https://doi.org/10.1007/s11858-008-0086-z
RADFORD, L. Connecting theories in mathematics education: challenges and possibilities. ZDM-The International Journal on Mathematics Education, Hamburg, v. 40, p. 317–327, 2008. DOI: https://doi.org/10.1007/s11858-008-0090-3
RODRÍGUEZ-NIETO, C. A. Explorando las conexiones entre sistemas de medidas usados en prácticas cotidianas en el municipio de Baranoa. IE Revista de Investigación Educativa de la REDIECH, Chihuahua, v. 857, n. 11, p. 1-31, 2020.
RODRÍGUEZ-NIETO, C. A. Conexiones etnomatemáticas entre conceptos geométricos en la elaboración de las tortillas de Chilpancingo, México. Revista de investigación desarrollo e innovación, Tunja, v. 11, n. 2, p. 273-296, 2021. DOI:
https://doi.org/10.19053/20278306.v11.n2.2021.12756
RODRÍGUEZ-NIETO, C. A.; ALSINA, Á. Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices. Eurasia Journal of Mathematics Science and Technology Education, London, v. 18, n. 3, p. 2-22, 2022. DOI: https://doi.org/10.29333/ejmste/11710
RODRÍGUEZ-NIETO, C. A.; CERVANTES-BARRAZA, J. A.; FONT, V. Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, London, v. 19, n. 5, p. 1-20, 2023. DOI: https://doi.org/10.29333/ejmste/13157
RODRÍGUEZ-NIETO, C. A.; ESCOBAR-RAMÍREZ, Y. Conexiones Etnomatemáticas en la Elaboración del Sancocho de Guandú y su Comercialización en Sibarco, Colombia. Bolema: Boletim de Educação Matemática, Rio Claro, v. 36, p. 971-1002, 2022. DOI: https://doi.org/10.1590/1980-4415v36n74a02
RODRÍGUEZ-NIETO, C. A.; FONT, V.; BORJI, V.; RODRÍGUEZ-VÁSQUEZ, F. M. Mathematical connections from a networking of theories between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, London, v. 53, n. 9, p. 2364-2390, 2022a. DOI: https://doi.org/10.1080/0020739X.2021.1875071
RODRÍGUEZ-NIETO, C. A.; FONT, V.; RODRÍGUEZ-VÁSQUEZ, F. M. Literature review on networking of theories developed in mathematics education context. EURASIA Journal of Mathematics, Science and Technology Education, London, v. 18, n. 11, p. 1-25, 2022b. DOI: https://doi.org/10.29333/ejmste/12513
RODRÍGUEZ-NIETO, C.; RODRÍGUEZ-VÁSQUEZ, F.; FONT, V. A new view about connections: the mathematical connections established by a teacher when teaching the derivative. International Journal of Mathematical Education in Science and Technology, London, v. 53, n. 6, p. 1231-1256, 2020. DOI: https://doi.org/10.1080/0020739X.2020.1799254
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2023-05-31
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Rodríguez-Nieto, C. A. ., Moll, V. F. ., & Vásquez, F. M. R.-. (2023). Desafíos experimentados al detallar el análisis de las conexiones matemáticas y etnomatemáticas desde una visión ontosemiótica. PARADIGMA, 44(4), 509–538. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p509-538.id1405
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