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...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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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 |
| Aporte de: |
| Sumario: | 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. |
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