Características de la comprensión de figuras geométricas en estudiantes de 6 a 12 años
- José M. Muñoz-Escolano (coord.)
- Alberto Arnal-Bailera (coord.)
- Pablo Beltrán-Pellicer (coord.)
- M. Luz Callejo (coord.)
- José Carrillo (coord.)
Editorial: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-16723-42-3
Ano de publicación: 2017
Páxinas: 157-166
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (21. 2017. Zaragoza)
Tipo: Achega congreso
Resumo
The aim of this research is to characterise the geometric shapes’ understanding of primary education’s scholars of geometric shapes as elements of a class. The coordination of the perceptual, discursive and operational apprehensions (Duval, 1995) with the idea of figural concept (Fischbein, 1993) have been used to analyse clinical interviews with 45 primary education’s scholars which requested, first of all the recognition of attributes in provided figures and after them, the classification of the figures. Results show the control of the conceptual component on the perception, in the geometric shapes’ understanding as element of a class, is progressive and depends on attributes. These information supports the existence of a “syncretic level” (Clements et al., 1999) in the development of the understanding of geometric shapes.