Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts

Detalhes bibliográficos
Autor(a) principal: Breda, Adriana
Data de Publicação: 2018
Outros Autores: José Seckel, María, Font, Vicenç
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/8455
Resumo: This work is, fundamentally, a theoretical reflection. In the first part explains the notion of didactic suitability and, in particular, the criterion of epistemic suitability, one of its indicators being the "representative sample of the complexity of the mathematical object". The second part justifies the presence of this indicator from a reflection, made from a pragmatist perspective, on its relationship with the notion of connection process and context. It concludes with a reflection on the use of this descriptor in the training of mathematics teachers.
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spelling Some didactic implications derived from the complexity of mathematical objects when these applying to different contextsAlgunas implicaciones didácticas derivadas de la complejidad de los objetos matemáticos cuando estos se aplican a distintos contextos9.05.00.00-8idoneidad epistémica; conexión; contexto; formación de profesores de matemáticasEpistemic suitability; Connection; Context; Training of mathematics teachersThis work is, fundamentally, a theoretical reflection. In the first part explains the notion of didactic suitability and, in particular, the criterion of epistemic suitability, one of its indicators being the "representative sample of the complexity of the mathematical object". The second part justifies the presence of this indicator from a reflection, made from a pragmatist perspective, on its relationship with the notion of connection process and context. It concludes with a reflection on the use of this descriptor in the training of mathematics teachers.Este trabajo es, fundamentalmente, una reflexión teórica. En la primera parte se explica la noción de idoneidad didáctica y, en particular, el criterio de idoneidad epistémica, siendo uno de sus indicadores la “muestra representativa de la complejidad del objeto matemático”. En la segunda parte se justifica la presencia de este indicador a partir de una reflexión, realizada desde una perspectiva pragmatista, sobre su relación con la noción de proceso de conexión y de contexto. Se finaliza con una reflexión sobre el uso de dicho descriptor en la formación de profesores de matemáticas. Universidade Tecnológica Federal do Paraná (UTFPR)Breda, AdrianaJosé Seckel, MaríaFont, Vicenç2018-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/845510.3895/rbect.v11n2.8455Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 2 (2018)1982-873X10.3895/rbect.v11n2reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/8455/pdfDireitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-28T19:18:15Zoai:periodicos.utfpr:article/8455Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-28T19:18:15Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
Algunas implicaciones didácticas derivadas de la complejidad de los objetos matemáticos cuando estos se aplican a distintos contextos
title Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
spellingShingle Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
Breda, Adriana
9.05.00.00-8
idoneidad epistémica; conexión; contexto; formación de profesores de matemáticas
Epistemic suitability; Connection; Context; Training of mathematics teachers
title_short Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
title_full Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
title_fullStr Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
title_full_unstemmed Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
title_sort Some didactic implications derived from the complexity of mathematical objects when these applying to different contexts
author Breda, Adriana
author_facet Breda, Adriana
José Seckel, María
Font, Vicenç
author_role author
author2 José Seckel, María
Font, Vicenç
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Breda, Adriana
José Seckel, María
Font, Vicenç
dc.subject.por.fl_str_mv 9.05.00.00-8
idoneidad epistémica; conexión; contexto; formación de profesores de matemáticas
Epistemic suitability; Connection; Context; Training of mathematics teachers
topic 9.05.00.00-8
idoneidad epistémica; conexión; contexto; formación de profesores de matemáticas
Epistemic suitability; Connection; Context; Training of mathematics teachers
description This work is, fundamentally, a theoretical reflection. In the first part explains the notion of didactic suitability and, in particular, the criterion of epistemic suitability, one of its indicators being the "representative sample of the complexity of the mathematical object". The second part justifies the presence of this indicator from a reflection, made from a pragmatist perspective, on its relationship with the notion of connection process and context. It concludes with a reflection on the use of this descriptor in the training of mathematics teachers.
publishDate 2018
dc.date.none.fl_str_mv 2018-07-05
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/8455
10.3895/rbect.v11n2.8455
url https://periodicos.utfpr.edu.br/rbect/article/view/8455
identifier_str_mv 10.3895/rbect.v11n2.8455
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/8455/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 2 (2018)
1982-873X
10.3895/rbect.v11n2
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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