Mostrar el registro sencillo del ítem
| dc.creator | Butto Zarzar, Cristianne Maria | |
| dc.creator | Delgado Fernandez, Joaquin | |
| dc.creator | Bazán Ramirez, Aldo | |
| dc.date | 2018-06-30 | |
| dc.date.accessioned | 2023-03-20T15:57:03Z | |
| dc.date.available | 2023-03-20T15:57:03Z | |
| dc.identifier | https://horizontespedagogicos.ibero.edu.co/article/view/hop.20104 | |
| dc.identifier | 10.33881/0123-8264.hop.20104 | |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/215865 | |
| dc.description | Se reportan resultados de un estudio sobre los procesos de generalización como una vía de acceso a la introducción temprana al pensamiento algebraico, con 109 estudiantes de educación básica de escuelas públicas, México. El trabajo experimental consistió de tres etapas: 1. Evaluación inicial sobre procesos de generalización, 2. Validación de un instrumento sobre procesos de generalización, 3 Entrevista clínica abierta. Los resultados muestran que los alumnos logran comprender ideas básicas de variación proporcional, describir un patrón y formular una regla general, a medida que transitaban del pensamiento aditivo al multiplicativo En lo que respecta al instrumento de evaluación, éste posee validez convergente y divergente de constructo. | es-ES |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Corporación Universitaria Iberoamericana | es-ES |
| dc.relation | https://horizontespedagogicos.ibero.edu.co/article/view/hop.20104/1056 | |
| dc.relation | /*ref*/Bazán Ramírez, A., Sánchez Hernández, B., & Castañeda Figueiras, S. (2007). Relación estructural entre apoyo familiar, nivel educativo de los padres, características del maestro y desempeño en lengua escrita. Revista Mexicana de Investigación Educativa, 12(33), 701-729. Obtenido de http://www.comie.org.mx/v1/revista/portal.php?idm=es&sec=SC03&⊂=SBB&criterio=ART33012 | |
| dc.relation | /*ref*/Bazán Ramírez, A., Sánchez Hernández, B., Corral Verdugo, V., & Castañeda Figueiras, S. (2006). Utilidad de los modelos estructurales en el estudio de la lectura y la escritura. Revista Interamericana de Psicología, 40(1), 85-94. Obtenido de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0034-96902006000100009 | |
| dc.relation | /*ref*/Bednarz, N., Kieran, C., & Lee, L. (1996). Approaches to Algebra: Perspectives for Research and Teaching (Vol. 18 Mathematics Education Library). (N. Bednarz, C. Kieran, & L. Lee, Edits.) Amsterdam [nl]: Kluwer Academic Publishers. | |
| dc.relation | /*ref*/Bentler, P. M., & Wu, E. C. (2002). EQS 6 for Windows. User’s Guide. Encino [us]: Multivariate Software Inc. Obtenido de http://www.mvsoft.com/pub/EQS61QuickStart.pdf | |
| dc.relation | /*ref*/Blanton, M., & Kaput, J. (2002). Design principals for tasks that support algebraic reasoning in elementary classrooms. En A. Cockburn, & H. Nardi (Ed.), 26th International Conference for the Psychology of Mathematics Education. 2/4, págs. 105-112 [547-554]. Norwich [uk]: International Group for the Psychology of Mathematics Education; DevelopmentUniversity of East Anglia. Obtenido de https://eric.ed.gov/?id=ED476065 | |
| dc.relation | /*ref*/Booth, L. (1984). Algebra: Children's Strategies and Errors. Windsor [uk]: Nfer Nelson. | |
| dc.relation | /*ref*/Brizuela, B. M., & Martínez, M. V. (2012). Aprendizaje de la comparación de funciones lineales. En M. Carretero, & J. Castorina (Edits.), Desarrollo Cognitivo y Educación II: Proceso del conocimiento y contenidos específicos (1 ed.). Buenos Aires [ar]: Paidos. | |
| dc.relation | /*ref*/Butto Zarzar, C., & Delgado Fernández, J. (2012). Rutas hacia el álgebra con actividades en Excel y Logo (1 ed., Vol. 74 Horizontes Educativos). (A. Hernández Uresti, Ed.) México DF [mx]: UPN; SEP; CONACYT. Obtenido de https://www.researchgate.net/publication/319325502_Rutas_hacia_el_algebra_Actividades_en_Excel_y_Logo | |
| dc.relation | /*ref*/Byrne, B. (1994). Structural Equation Modeling with EQS and EQS/WINDOWS: Basic Concepts, Applications, and Programming. London [uk]: Sage Publications. | |
| dc.relation | /*ref*/Carraher, D., Schliemann, A., & Brizuela, B. (2000). Early Algebra, Early Arithmétic: Treating Operations as Functions. Twenty-Second Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education PME-NA XXII. Tucson [us]: International Group for the Psychology of Mathematics Education. Obtenido de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.533.1261&rep=rep1&type=pdf | |
| dc.relation | /*ref*/Carraher, D., Schliemann, A., & Brizuela, B. (2001). Can Young Students Operate On Unknowns? 25 Conference of the International Group for the Psychology of Mathematics Education PME25 (págs. 130-140). Utrecht [nl]: International Group for the Psychology of Mathematics Education. Obtenido de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.468.318&rep=rep1&type=pdf; https://ase.tufts.edu/education/documents/publicationsBrizuela/CarraherSchliemannBrizuela2001.pdf | |
| dc.relation | /*ref*/Castro, E., Rico, L., & Castro, E. (1995). Estructuras aritméticas elementales y su modelización. Bogotá DC [co]: Grupo Editorial Iberoamericana. | |
| dc.relation | /*ref*/Da Rocha Falcão, J. (1993). A álgebra como ferramenta de representação e resolução de problemas. En Estudos em Psicologia da Educação Matemática. Recife [br]: Editora Universitaría UFPE. | |
| dc.relation | /*ref*/Davidov, V. (1972). Type of generalization in instruction: Logical and psychological problems in the structuring of school curricula (reprint [1990] ed., Vol. 2 Soviet Studies in Mathematics Education). (J. TellerJ. Kilpatrick, Trads.) Reston [us]: National Council of Teachers of Mathematics [1990]. Obtenido de https://www.marxists.org/archive/davydov/generalization/generalization.pdf | |
| dc.relation | /*ref*/Delval, J. (2001). Descubrir el pensamiento en los niños. Introducción a la práctica del método clinico. Barcelona [es]: Paidós. | |
| dc.relation | /*ref*/Durán Ponce, R. (1999). Reconocimiento de patrones en secuencias numéricas y de figuras, por alumnos de sexto grado de primaria. Instituto Politécnico Nacional, Cinvestav - Centro de Investigación y de Estudios Avanzados. México D.F. [mx]: Instituto Politécnico Nacional. | |
| dc.relation | /*ref*/English, L., & Warren, E. (1998). Introducing the variable through pattern exploration. Mathematics Teacher, 91(2), 166-170. Obtenido de http://www.jstor.org/stable/27970471 | |
| dc.relation | /*ref*/Filloy Yagüe, E., & Rojano Ceballos, T. (1985a). Obstructions to the Acquisition of Elemental Algebraic Concepts and Teaching Strategies. Ninth Annual Conference for the Psychology of Mathematics Education (págs. 154-158). Utrech [nl]: International Group for the Psychology of Mathematics Education. | |
| dc.relation | /*ref*/Filloy Yagüe, E., & Rojano Ceballos, T. (1985b). Operating Unknown and Models of Teaching (A clinical Study with 12-13 year olds with a high proficiency in Pre-Algebra). En S. Damarin, & M. Shelton (Ed.), Sixth Annual Meeting for the Psychology of Mathematics Education, North American Chapter (págs. 75-79). Columbus [us]: International Group for the Psychology of Mathematics Education. | |
| dc.relation | /*ref*/Kaput, J. (1999). Teaching and learning a new algebra. En E. Fennema, & T. Romberg (Edits.), Mathematics classrooms that promote understanding (págs. 133-155 [216]). Mahwah [us]: Routledge; Lawrence Erlbaum Associates. | |
| dc.relation | /*ref*/Kaput, J., & Blanton, M. (2000). Generalization and Progressively Formalizing in a Third-Grade Mathematics Classroom: Conversations about even and Old Numbers. En M. Fernández (Ed.), PME-NA XXII (págs. 115-120). Tucson [us]: ERIC Clearinghouse for Science, Mathematics, and Enviromental Education. Obtenido de https://eric.ed.gov/?q=ED446945 | |
| dc.relation | /*ref*/Kaput, J., Blanton, M., & Moreno, L. (2008). Algebra from a Symbolization Point of View. En J. Kaput, D. Carraher, M. Blanton, J. Kaput, D. Carraher, & M. Blanton (Edits.), Algebra in the Early Grades (págs. 19-56). Londres [uk]: National Council of Teachers of Mathematics; Routledge; Lawrence Erlbaun. | |
| dc.relation | /*ref*/Kieran, C. (1980). The Interpretation of the Equal Sign: Symbol for an Equivalence Relation vs. An Operator Symbol. En R. Karplus (Ed.), Fourth Conference of the International Group for the Psychology of Mathematics Education (págs. 163-169 [428]). Berkeley [us]: International Group for the Psychology of Mathematics Education; University of California. | |
| dc.relation | /*ref*/Kieran, C., & Filloy Yagüe, E. (1989). El aprendizaje del álgebra escolar desde una perspectiva psicológica. (L. (tr) Puig, Ed.) Enseñanza de las ciencias: revista de investigación y experiencias didácticas, 7(3), 229-240. Obtenido de https://www.raco.cat/index.php/Ensenanza/article/view/51268/93013 | |
| dc.relation | /*ref*/MacGregor, M., & Stacey, K. (1993). Seeing to pattern and writing to rule. Seventeenth International Conference for the Psychology of Mathematics Education - PME. 1, págs. 181-188 [929]. Tsukuba [jp]: International Group for the Psychology of Mathematics Education. Obtenido de https://eric.ed.gov/?id=ED383536 | |
| dc.relation | /*ref*/Mason, J., Graham, A., Pimm, D., & Gowar, N. (1985). Routes of Roots of Algebra (reprint illustrated ed.). (Department of Education (Mathematics) - University of Queensland, Ed.) Queensland [uk]: The Open University Press; University of Queensland. | |
| dc.relation | /*ref*/Ministerio de Educación. (2007). Niveles de logro 4° Básico: Lectura y educación matemática | Simce. (Simce: Sistema de Medición de la Calidad de la Educación, Ed.) Santiago [cl]: Ministerio de Educación [cl]. Obtenido de http://ww2.educarchile.cl/UserFiles/P0001/File/CR_Articulos/04.%20Niveles%20de%20Logro%20Lectura%20y%20Matem%C3%A1tica.pdf | |
| dc.relation | /*ref*/Noss, R., Healy, L., & Hoyles, C. (1997). The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic. Educational Studies in Mathematics, 33(2 Computational Environments in Mathematics Education), 203–233. Obtenido de http://www.jstor.org/stable/3482643 | |
| dc.relation | /*ref*/Pegg, J., & Redden, E. (1990). From Number Patterns to Algebra: The Important Link. Australian Mathematics Teacher, 46(2), 19-22. | |
| dc.relation | /*ref*/Radford, L. (1996). The roles of Geometry and Arithmetic in the development of Elementary Algebra: Historical Remarks from a Didactic perspective. En N. Bednarz, C. Kieran, & L. Lee (Edits.), Approaches to Algebra: Perspectives for Research and Teaching (Vol. 18 Mathematics Education Library, págs. 39-53 [348]). Amsterdam [nl]: Springer, Dordrecht. doi:https://doi.org/10.1007/978-94-009-1732-3_3 | |
| dc.relation | /*ref*/Radford, L. (2003). Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students Types of Generalization. 5(1), 37-70. doi:https://doi.org/10.1207/S15327833MTL0501_02 | |
| dc.relation | /*ref*/Radford, L. (2006). Algebraic thinking and the generalization of patterns: A semiotic Perspective. En S. Alatorre, J. Cortina, M. Saíz, & A. Méndez (Ed.), Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematic Education (págs. 2-21 [1034]). Mérida [mx]: Universidad Pedagógica Nacional. Obtenido de http://www.pmena.org/pmenaproceedings/PMENA%2028%202006%20Proceedings.pdf | |
| dc.relation | /*ref*/Radford, L. (2010). Layers of generality and types of generalization in pattern activities. (M. Cañadas, Ed.) PNA, Revista de Investigación en Didáctica de la Matemática, 4(2), 37-62. Obtenido de http://www.luisradford.ca/pub/23_PNA2010Layersgenerality.pdf; https://core.ac.uk/download/pdf/12341228.pdf; http://revistaseug.ugr.es/index.php/pna/article/view/6169 | |
| dc.relation | /*ref*/Reggiani, M. (1994). Generalization as a Basic for Algebraic Thinking: Observations with 11-12 years Old Pupils. En J. da Ponte, & J. Matos (Ed.), XVIII PME Conference. iv, págs. 97-104 [1175,1510]. Lisboa [pt]: Eighteenth International Conference for the Psychology of Mathematics Education; Universidad de Lisbon. | |
| dc.relation | /*ref*/Rojano Ceballos, T. (2001). Algebraic Reasoning with Spreadsheets. International Seminar “Reasoning explanation and proof in school mathematics and their place in the intended curriculum” (págs. 1-16). Cambridge [uk]: Qualifications and Curriculum Authority. | |
| dc.relation | /*ref*/Schliemann, A., Carraher, D., Brizuela, B., Earnest, D., Goodrow, A., Lara Roth, S., & Peled, I. (2003). Algebra in elementary school. 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference. 1, págs. 127-134. Honolulu [us]: nternational Group for the Psychology of Mathematics Education. Obtenido de https://eric.ed.gov/?id=ED501145 | |
| dc.relation | /*ref*/SEP. (2011). Plan de estudios 2011 Educación básica. (H. Balvuena Corro, M. Fuentes Cardóna, E. López Orendain, G. Galicia, & R. Fisher, Edits.) México DF [mx]: SEP, Secretaría de Educación Pública. Obtenido de https://www.gob.mx/sep/documentos/plan-de-estudios-educacion-basica-en-mexico-2011 | |
| dc.relation | /*ref*/Sfard, A., & Linchevski, L. (1994). The gains and the pitfalls of reification: The case of algebra. Educational Studies in Mathematics, 26(2-3), 191-228. doi:https://doi.org/10.1007/BF01273663 | |
| dc.relation | /*ref*/Slavit, D. (1999). The role of operation sense in transitions from arithmetic to algebraic thought. Educational Studies in Mathematics, 37(3), 251-274. | |
| dc.relation | /*ref*/Stacey, K., & MacGregor, M. (2001). Curriculum reform and approaches to algebra. En R. Sutherland, T. Rojano Ceballos, A. Bell, & R. Lins (Edits.), Perspectives on School Algebra (reprint illustrated [2006] ed., Vol. 22 Mathematics Education Library, págs. 141-153). Amsterdam [nl]: Kluwer Academic Publishers. doi:https://doi.org/10.1007/0-306-47223-6_8 | |
| dc.relation | /*ref*/Ursini, S. (1990). El lenguaje aritmético-algebraico en un ambiente computacional. Cuadernos de Investigación, IV(15), 149-156. | |
| dc.relation | /*ref*/Ursini, S. (1996). Experiencias pre-algebraicas In Educación Matemática. Educación Matemática, 8(2), 33-40. Obtenido de http://www.revista-educacion-matematica.org.mx/descargas/Vol8/2/04Ursini.pdf | |
| dc.relation | /*ref*/Wheeler, D. (1984/1989). Contexts for Research on the Teaching and Learning of Algebra. En W. Sigrid, & C. Kieran (Edits.), Research Issues in the Learning and Teaching of Algebra (1 [author draft:1984; published: 1989] ed., Vol. Volume 4 of Research agenda for mathematics education, págs. 278-287 [287]). Reston [us]: Lawrence Erlbaum Associates, Inc; National Council of Teachers of Mathematics. | |
| dc.rights | Derechos de autor 2018 Corporación Universitaria Iberoamericana | es-ES |
| dc.source | Horizontes Pedagógicos; Vol. 20 No. 1 (2018); 25-36 | en-US |
| dc.source | Horizontes Pedagógicos; Vol. 20 Núm. 1 (2018); 25-36 | es-ES |
| dc.source | 2500-705X | |
| dc.source | 0123-8264 | |
| dc.title | Procesos de generalización: Una vía de acceso al pensamiento algebraico temprano en Educación Básica | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Articles | en-US |
| dc.type | Artículos | es-ES |
| Ficheros | Tamaño | Formato | Ver |
|---|---|---|---|
|
No hay ficheros asociados a este ítem. |
|||