Características del “truncamiento” en la resolución de problemas empíricos en contexto geométrico
- A. Saorín 1
- H. Quesada 1
- G. Torregrosa 1
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1
Universitat d'Alacant
info
- Luis J. Rodríguez-Muñiz (coord.)
- Laura Muñiz-Rodríguez (coord.)
- Álvaro Aguilar-González (coord.)
- Pedro Alonso (coord.)
- Francisco Javier García García (coord.)
- Alicia Bruno (coord.)
Publisher: Servicio de Publicaciones ; Universidad de Oviedo
ISBN: 978-84-17445-11-9
Year of publication: 2018
Pages: 554-563
Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (22. 2018. Gijón)
Type: Conference paper
Abstract
The aim of this study is to identify some characteristics of the configural reasoning “truncation” outcome during the geometric empirical problems resolution, considering, in addition, the way how the written answers is being developed which allows to communicate the solution based on the discourse expansion modes proposed by Duval (1999). We have analyzed the answers given by 33 1st Bachillerato students to two empirical problems in a geometrical context. The results have allowed us to identify the following statements: (1) “truncation” occurs when students are able to establish the required relations, in an algebraical register, that allow them to solve the problem as well as they are aware of this, developing from that moment a logical-deductive reasoning completely independent from the geometrical register, and (2) the written discourse (answer) it is originated by an accumulation mode to be finished by the substitution mode.