Construcción del significado de proporcionalidad a través de la educación matemática realista
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Date
2015-01-15
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Universidad Antonio Nariño
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http://purl.org/coar/resource_type/c_bdcc
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Abstract
There are a number of papers on Mathematics teaching where contextualized
problems are intended to be developed as starting point for the different subjects of
the lesson, even if they lack support on a theory which tells how to do it properly.
Dutch researchers such as Hans Freudenthal have developed the Realistic
Mathematics Educational Theory (RME) where contextualized problems are the
fundamental principle along with some other kind of problems that help the
implementation of this in the class room. This theory has been applied at several
schools and in textbooks in Holland showing excellent results on the students’ side,
especially when it comes to international level test. This paper makes use of this
theory as framework for designing the activities and it is based on Wenger’s
communities of practice applied to students