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Autordc.contributor.authorSoto Andrade, Jorge 
Fecha ingresodc.date.accessioned2011-04-15T11:30:42Z
Fecha disponibledc.date.available2011-04-15T11:30:42Z
Fecha de publicacióndc.date.issued2008
Cita de ítemdc.identifier.citation11th international Congresson Mathematical Education, 11, 2008es_CL
Identificadordc.identifier.urihttps://repositorio.uchile.cl/handle/2250/119163
Resumendc.description.abstractThe role of metaphors and the switch in cognitive modes in relation to visualization in learning and teaching mathematics is discussed, based on examples and case studies with students and teachers. We present some preliminary evidence supporting our claims that visualization requires the activation of various metaphors, that it is rather hampered than facilitated by traditional teaching in mathematics, but it is however a trainable capacity in teachers and students.es_CL
Patrocinadordc.description.sponsorshipPartially supported by FONDEF Project D06i1023 and PBCT- CONICYT, Project CIE-05es_CL
Idiomadc.language.isoenes_CL
Publicadordc.publisherICME, Méxicoes_CL
Títulodc.titleMATHEMATICS AS THE ART OF SEEING THE INVISIBLEes_CL
Tipo de documentodc.typeArtículo de revista


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