Todas las definiciones son un promedio
A friend once gave me a cartridge belt that read "Art is more important than math". My first reaction was to write with a "not" marker between "is" and "more". However, the fundamental question was what is "art" and what is "math". The exer...
- Autores:
-
Meléndez Acuña, Alfonso
Rodríguez Gómez, Felipe
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Escuela Colombiana de Ingeniería Julio Garavito
- Repositorio:
- Repositorio Institucional ECI
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.escuelaing.edu.co:001/893
- Acceso en línea:
- http://revistas.escuelaing.edu.co/index.php/reci/article/view/23/19
https://repositorio.escuelaing.edu.co/handle/001/893
- Palabra clave:
- Promedio
Definiciones
Average
Definitions
- Rights
- openAccess
- License
- Derechos Reservados - Escuela Colombiana de Ingeniería Julio Garavito
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Todas las definiciones son un promedio |
| title |
Todas las definiciones son un promedio |
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Todas las definiciones son un promedio Promedio Definiciones Average Definitions |
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Todas las definiciones son un promedio |
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Todas las definiciones son un promedio |
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Todas las definiciones son un promedio |
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Todas las definiciones son un promedio |
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Todas las definiciones son un promedio |
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Meléndez Acuña, Alfonso Rodríguez Gómez, Felipe |
| dc.contributor.author.spa.fl_str_mv |
Meléndez Acuña, Alfonso Rodríguez Gómez, Felipe |
| dc.subject.spa.fl_str_mv |
Promedio Definiciones |
| topic |
Promedio Definiciones Average Definitions |
| dc.subject.keywords.spa.fl_str_mv |
Average Definitions |
| description |
A friend once gave me a cartridge belt that read "Art is more important than math". My first reaction was to write with a "not" marker between "is" and "more". However, the fundamental question was what is "art" and what is "math". The exercise of defining any of the two words is to average conceptions and in this way to restrict. Generally, when asked what art is, most people seek to relate it to techniques such as painting or sculpting, or to concepts such as what is beautiful or aesthetic (whatever that means); However, in the effort of humanity to develop a sense of individual identity, we have begun to confuse even our own definitions. Usually, people associate mathematics with statistics, engineering, science, and restrict their definition of use, excluding everyday life and its wide implementation possibilities. |
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2017 |
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2017 |
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2018-12-04T19:33:59Z |
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2018-12-04T19:33:59Z |
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2021-10-01T18:59:58Z |
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2021-10-01T18:59:58Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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Text |
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https://repositorio.escuelaing.edu.co/handle/001/893 |
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http://revistas.escuelaing.edu.co/index.php/reci/article/view/23/19 https://repositorio.escuelaing.edu.co/handle/001/893 |
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spa |
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spa |
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Antología de textos críticos: Luis Camnitzer, 1979-2006. Es posible la enseñanza del arte. María Clara Bernal y Felipe Gon-zález, editores. Gysin, B. (2003). Tuning into the multimedia age. Londres: Thames & Hudson. Hardy, G.H. & Snow, C.P. (1992). A mathematician’s apology. Cambridge: Cambridge University Press. Boaler, J. & Dweck, C. (2015). Mathematical mindsets Unleashing Students’ Potential through Creative Math. Inspiring Messages and Innovative Teaching, 1st ed. Jossey-Bass. Zizek’s Jokes (2014). Cambridge: MIT Press (2014). Van Bendegem, J.P. (2010). Philosophical dimensions in math-ematical education. Rose,T. (2016). The end of average. How we succeed in a world that value sameness. Harper Collins. |
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Derechos Reservados - Escuela Colombiana de Ingeniería Julio Garavito |
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http://purl.org/coar/access_right/c_abf2 |
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info:eu-repo/semantics/openAccess |
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Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) |
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Derechos Reservados - Escuela Colombiana de Ingeniería Julio Garavito https://creativecommons.org/licenses/by-nc/4.0/ Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) http://purl.org/coar/access_right/c_abf2 |
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Escuela Colombiana de Ingeniería Julio Garavito |
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Revista de la Escuela Colombiana de Ingeniería; Núm. 108 (2017): Revista Nº 108 Octubre - Diciembre; p 93-99 0121-5132 |
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Meléndez Acuña, Alfonsodabc1c5cae3acaf40200e3acfa10ea78600Rodríguez Gómez, Felipe20022250430df2bbfba9179172eb68df6002018-12-04T19:33:59Z2021-10-01T18:59:58Z2018-12-04T19:33:59Z2021-10-01T18:59:58Z2017http://revistas.escuelaing.edu.co/index.php/reci/article/view/23/19https://repositorio.escuelaing.edu.co/handle/001/893A friend once gave me a cartridge belt that read "Art is more important than math". My first reaction was to write with a "not" marker between "is" and "more". However, the fundamental question was what is "art" and what is "math". The exercise of defining any of the two words is to average conceptions and in this way to restrict. Generally, when asked what art is, most people seek to relate it to techniques such as painting or sculpting, or to concepts such as what is beautiful or aesthetic (whatever that means); However, in the effort of humanity to develop a sense of individual identity, we have begun to confuse even our own definitions. Usually, people associate mathematics with statistics, engineering, science, and restrict their definition of use, excluding everyday life and its wide implementation possibilities.Una amiga me regaló una vez una cartuchera que decía “Art is more important than math”. Mi primera reacción fue la de escribir con un marcador “not” entre “is” y “more”. Sin embargo, la pregunta fundamental era qué es “art” y qué es “math”. El ejercicio de definir cualquiera de las dos palabras es promediar concepcio-nes y de esta manera restringir. Generalmente, cuando se pregunta qué es arte, la mayoría de las personas buscan relacionarlo con técnicas como pintar o esculpir, o con conceptos como lo que es bello o estético (lo que sea que eso signifique); sin embargo, en el esfuerzo de la humanidad por desarrollar un sentido de la identidad individual, hemos empezado a confundir incluso nues-tras propias definiciones. Por lo regular, la gente asocia las matemáticas con las estadísticas, las ingenierías, las ciencias, y restringen su definición de uso, excluyendo la vida diaria y sus amplias posibilidades de implementación.application/pdfspaEscuela Colombiana de Ingeniería Julio GaravitoDerechos Reservados - Escuela Colombiana de Ingeniería Julio Garavitohttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2Revista de la Escuela Colombiana de Ingeniería; Núm. 108 (2017): Revista Nº 108 Octubre - Diciembre; p 93-990121-5132PromedioDefinicionesAverageDefinitionsTodas las definiciones son un promedioArtículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85Antología de textos críticos: Luis Camnitzer, 1979-2006. Es posible la enseñanza del arte. María Clara Bernal y Felipe Gon-zález, editores.Gysin, B. (2003). Tuning into the multimedia age. Londres: Thames & Hudson.Hardy, G.H. & Snow, C.P. (1992). A mathematician’s apology. Cambridge: Cambridge University Press.Boaler, J. & Dweck, C. (2015). Mathematical mindsets Unleashing Students’ Potential through Creative Math. Inspiring Messages and Innovative Teaching, 1st ed. Jossey-Bass.Zizek’s Jokes (2014). Cambridge: MIT Press (2014).Van Bendegem, J.P. (2010). Philosophical dimensions in math-ematical education.Rose,T. (2016). The end of average. How we succeed in a world that value sameness. Harper Collins.THUMBNAILTodas las definiciones son un promedio.pdf.jpgTodas las definiciones son un promedio.pdf.jpgGenerated Thumbnailimage/jpeg13019https://repositorio.escuelaing.edu.co/bitstream/001/893/5/Todas%20las%20definiciones%20son%20un%20promedio.pdf.jpg1315bab954f475c54fd889e0e793ffa0MD55open accessORIGINALTodas las definiciones son un promedio.pdfapplication/pdf886733https://repositorio.escuelaing.edu.co/bitstream/001/893/1/Todas%20las%20definiciones%20son%20un%20promedio.pdfb81bb6bb3582bd6b1a1943ae21adff4bMD51open accessLICENSElicense.txttext/plain1881https://repositorio.escuelaing.edu.co/bitstream/001/893/2/license.txt5a7ca94c2e5326ee169f979d71d0f06eMD52open accessTEXTTodas las definiciones son un promedio.pdf.txtTodas las definiciones son un promedio.pdf.txtExtracted texttext/plain35484https://repositorio.escuelaing.edu.co/bitstream/001/893/4/Todas%20las%20definiciones%20son%20un%20promedio.pdf.txt2d56f502d2896ff4cb17320bc8cf7814MD54open access001/893oai:repositorio.escuelaing.edu.co:001/8932021-10-01 16:22:31.921open accessRepositorio Escuela Colombiana de Ingeniería Julio Garavitorepositorio.eci@escuelaing.edu.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 |