| Author | dc.contributor.author | Soto Andrade, Jorge | |
| Admission date | dc.date.accessioned | 2011-04-15T11:30:42Z | |
| Available date | dc.date.available | 2011-04-15T11:30:42Z | |
| Publication date | dc.date.issued | 2008 | |
| Cita de ítem | dc.identifier.citation | 11th international Congresson Mathematical Education, 11, 2008 | es_CL |
| Identifier | dc.identifier.uri | https://repositorio.uchile.cl/handle/2250/119163 | |
| Abstract | 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 |
| Lenguage | dc.language.iso | en | es_CL |
| Publisher | dc.publisher | ICME, México | es_CL |
| Título | dc.title | MATHEMATICS AS THE ART OF SEEING THE INVISIBLE | es_CL |
| Document type | dc.type | Artículo de revista | |
