Considerations on the definition of the n-th root and its connection to the construction of new concepts
One of the main problems in mathematics education nowadays is the lack of motivation in students to learn the discipline. The causes of this phenomenon are diverse and deserve a deep treatment, but this work addresses a particular aspect of mathematical teaching that can be one of them. Precisely, w...
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| Formato: | Artículo revista |
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Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/REM/article/view/28234 |
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I10-R366-article-282342021-04-06T12:28:20Z Considerations on the definition of the n-th root and its connection to the construction of new concepts Reflexiones acerca de la definición de radicación y su relación con la construcción de nuevos conceptos Benitez, Fernando Carena, Marilina Mathematics Education Secondary School nth Root Educación Matemática Escuela Secundaria Radicación One of the main problems in mathematics education nowadays is the lack of motivation in students to learn the discipline. The causes of this phenomenon are diverse and deserve a deep treatment, but this work addresses a particular aspect of mathematical teaching that can be one of them. Precisely, we will present some contradictions, errors and inaccuracies that appear in schoolar books in the teaching of $n$th root at secondary school. We will show how they generate a construction of Mathematics as an inconsistent discipline, which may lead to didactic and epistemological obstacles. In this sense, teacher's work is essential to eradicate possible errors, from the continuous questioning and debate of the bibliographic material, and from the precision and consistency in the presentation of the concepts. Uno de los principales problemas en la educación matemática actual es la falta de motivación en los alumnos para estudiar la disciplina. Las causas de este fenómeno son diversas y dignas de un trato profundo, pero abordamos en este trabajo un aspecto particular de la enseñanza matemática que puede ser una ellas. Precisamente, plantearemos algunas contradicciones, errores e imprecisiones que se presentan en los libros escolares en la enseñanza de la radicación en la escuela secundaria. Mostraremos de qué manera esto genera una construcción de la Matemática como una disciplina poco consistente, pudiendo redundar en obstáculos didácticos y epistemológicos. En este sentido, la labor del docente resulta fundamental para lograr erradicar posibles errores, desde el cuestionamiento y debate continuo del material bibliográfico, y desde la precisión y consistencia en la presentación de los conceptos. Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación 2021-04-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/REM/article/view/28234 10.33044/revem.28234 Revista de Educación Matemática; Vol. 36 Núm. 1 (2021); 9-26 1852-2890 0326-8780 spa https://revistas.unc.edu.ar/index.php/REM/article/view/28234/33359 Derechos de autor 2020 Fernando Benitez, Marilina Carena https://creativecommons.org/licenses/by-sa/4.0/ |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-366 |
| container_title_str |
Revista de Educación Matemática |
| language |
Español |
| format |
Artículo revista |
| topic |
Mathematics Education Secondary School nth Root Educación Matemática Escuela Secundaria Radicación |
| spellingShingle |
Mathematics Education Secondary School nth Root Educación Matemática Escuela Secundaria Radicación Benitez, Fernando Carena, Marilina Considerations on the definition of the n-th root and its connection to the construction of new concepts |
| topic_facet |
Mathematics Education Secondary School nth Root Educación Matemática Escuela Secundaria Radicación |
| author |
Benitez, Fernando Carena, Marilina |
| author_facet |
Benitez, Fernando Carena, Marilina |
| author_sort |
Benitez, Fernando |
| title |
Considerations on the definition of the n-th root and its connection to the construction of new concepts |
| title_short |
Considerations on the definition of the n-th root and its connection to the construction of new concepts |
| title_full |
Considerations on the definition of the n-th root and its connection to the construction of new concepts |
| title_fullStr |
Considerations on the definition of the n-th root and its connection to the construction of new concepts |
| title_full_unstemmed |
Considerations on the definition of the n-th root and its connection to the construction of new concepts |
| title_sort |
considerations on the definition of the n-th root and its connection to the construction of new concepts |
| description |
One of the main problems in mathematics education nowadays is the lack of motivation in students to learn the discipline. The causes of this phenomenon are diverse and deserve a deep treatment, but this work addresses a particular aspect of mathematical teaching that can be one of them. Precisely, we will present some contradictions, errors and inaccuracies that appear in schoolar books in the teaching of $n$th root at secondary school. We will show how they generate a construction of Mathematics as an inconsistent discipline, which may lead to didactic and epistemological obstacles. In this sense, teacher's work is essential to eradicate possible errors, from the continuous questioning and debate of the bibliographic material, and from the precision and consistency in the presentation of the concepts. |
| publisher |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/REM/article/view/28234 |
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2024-09-03T22:36:44Z |
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2024-09-03T22:36:44Z |
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