How did Mafalda and her friends learn math? Revisiting Mafalda's comic strip math class representation (1964-1973)
Problems are the fuel thanks to which mathematics grows steadily. Solving a problem involves exercising a motley set of competencies such as exploring, guessing, identifying patterns, arguing, and validating. Mathematics education, from the early schoolingstage, seeks the necessary means to ensure t...
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| 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/36061 |
| Aporte de: |
| Sumario: | Problems are the fuel thanks to which mathematics grows steadily. Solving a problem involves exercising a motley set of competencies such as exploring, guessing, identifying patterns, arguing, and validating. Mathematics education, from the early schoolingstage, seeks the necessary means to ensure that students - coming from different cultural backgrounds - are capable of recreating the problem-solving process for which, in many cases, elementary of mathematical techniques are required. In this essay we recover from Mafalda’s comic strip some school scenes from the 1960s in Argentina, paying attention to the realities of its main characters. The selection of vignettes helps us to reflect on mathematical practices and understand the changes that have been progressively sustained since teacher training and educational planning in search of a more comprehensive and meaningful learning of mathematics |
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