Transición de la matemática de la escuela secundaria a la de la universidad a través del énfasis en la solución de problemas matemáticos

Abstract

It is well known that the transition between high school mathematics (predominantly procedural) and university mathematics (structured by definitions, theorems and proofs) demands a profound change in the ways of understanding and thinking in mathematics which few students manage to avoid without shocks. Several studies show that the student often confronts the new demands by trying to memorize definitions and proofs without appropriating new theories and not knowing how to take advantage of new ways of thinking mathematically