MATHEMATICS AS THE ART OF SEEING THE INVISIBLE

Autor	dc.contributor.author	Soto Andrade, Jorge
Fecha ingreso	dc.date.accessioned	2011-04-15T11:30:42Z
Fecha disponible	dc.date.available	2011-04-15T11:30:42Z
Fecha de publicación	dc.date.issued	2008
Cita de ítem	dc.identifier.citation	11th international Congresson Mathematical Education, 11, 2008	es_CL
Identificador	dc.identifier.uri	https://repositorio.uchile.cl/handle/2250/119163
Resumen	dc.description.abstract	The 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
Patrocinador	dc.description.sponsorship	Partially supported by FONDEF Project D06i1023 and PBCT- CONICYT, Project CIE-05	es_CL
Idioma	dc.language.iso	en	es_CL
Publicador	dc.publisher	ICME, México	es_CL
Título	dc.title	MATHEMATICS AS THE ART OF SEEING THE INVISIBLE	es_CL
Tipo de documento	dc.type	Artículo de revista