El lenguaje verbal como instrumento matemático

The study analyzes how an understanding of the concept of function is manifest in engineering students, using verbal language as a communication tool and transferring this concept to the other three languages in mathematics: algebraic, arithmetic and geometric.In analyzing the information collected,...

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Autores:
Díaz, Héctor Hernando
Tipo de recurso:
Fecha de publicación:
2009
Institución:
Universidad de la Sabana
Repositorio:
Repositorio Universidad de la Sabana
Idioma:
spa
OAI Identifier:
oai:intellectum.unisabana.edu.co:10818/14956
Acceso en línea:
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1835
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1976
http://hdl.handle.net/10818/14956
Palabra clave:
Didáctica especial
Enseñanza universitaria
Lenguaje simbólico
Teaching mathematics
special instruction
verbal language
symbolic language
Rights
License
Attribution-NonCommercial-NoDerivatives 4.0 International
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oai_identifier_str oai:intellectum.unisabana.edu.co:10818/14956
network_acronym_str REPOUSABA2
network_name_str Repositorio Universidad de la Sabana
repository_id_str
spelling Díaz, Héctor Hernando2015-02-02T10:13:02Z2015-02-02T10:13:02Z20092009http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1835http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1976http://hdl.handle.net/10818/14956The study analyzes how an understanding of the concept of function is manifest in engineering students, using verbal language as a communication tool and transferring this concept to the other three languages in mathematics: algebraic, arithmetic and geometric.In analyzing the information collected, the authors were able to conclude that it is unwise to use verbal language alone to assess comprehension, as doing so implies assessing two types of knowledge simultaneously: mathematical knowledge and the ability to write properly. This would result in the student’s shortcomings with respect to writing, which is not mathematical knowledge, altering the outcome. The authors have two recommendations: First, that oral language be used, as it gives students an opportunity to clarify their explanations and to answer objections, but it should be combined with other languages. Second, an abundant use of verbal language in the mathematics classroom is convenient as a powerful tool for improving both mathematical and linguistic understanding.spaUniversidad de La SabanaDirección de PublicacionesEducación y Educadores Vol. 12, No 3 (2009) p. 13-31Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2Universidad de La SabanaRepositorio Institucional de la Universidad de La SabanaDidáctica especialEnseñanza universitariaLenguaje simbólicoTeaching mathematicsspecial instructionverbal languagesymbolic languageEl lenguaje verbal como instrumento matemáticoVerbal Language as a Mathematical ToolA linguagem verbal como ferramenta matemáticaarticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1ORIGINALPortada Educación y Educadores Vol. 12, No 3 (2009).jpgPortada Educación y Educadores Vol. 12, No 3 (2009).jpgimage/jpeg11297https://intellectum.unisabana.edu.co/bitstream/10818/14956/1/Portada%20Educaci%c3%b3n%20y%20Educadores%20Vol.%2012%2c%20No%203%20%282009%29.jpg040d7f96149b4c89a86a6e8c09247316MD5110818/14956oai:intellectum.unisabana.edu.co:10818/149562020-08-11 14:17:19.573Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.co
dc.title.es_CO.fl_str_mv El lenguaje verbal como instrumento matemático
dc.title.alternative.none.fl_str_mv Verbal Language as a Mathematical Tool
A linguagem verbal como ferramenta matemática
title El lenguaje verbal como instrumento matemático
spellingShingle El lenguaje verbal como instrumento matemático
Didáctica especial
Enseñanza universitaria
Lenguaje simbólico
Teaching mathematics
special instruction
verbal language
symbolic language
title_short El lenguaje verbal como instrumento matemático
title_full El lenguaje verbal como instrumento matemático
title_fullStr El lenguaje verbal como instrumento matemático
title_full_unstemmed El lenguaje verbal como instrumento matemático
title_sort El lenguaje verbal como instrumento matemático
dc.creator.fl_str_mv Díaz, Héctor Hernando
dc.contributor.author.none.fl_str_mv Díaz, Héctor Hernando
dc.subject.none.fl_str_mv Didáctica especial
Enseñanza universitaria
Lenguaje simbólico
topic Didáctica especial
Enseñanza universitaria
Lenguaje simbólico
Teaching mathematics
special instruction
verbal language
symbolic language
dc.subject.other.none.fl_str_mv Teaching mathematics
special instruction
verbal language
symbolic language
description The study analyzes how an understanding of the concept of function is manifest in engineering students, using verbal language as a communication tool and transferring this concept to the other three languages in mathematics: algebraic, arithmetic and geometric.In analyzing the information collected, the authors were able to conclude that it is unwise to use verbal language alone to assess comprehension, as doing so implies assessing two types of knowledge simultaneously: mathematical knowledge and the ability to write properly. This would result in the student’s shortcomings with respect to writing, which is not mathematical knowledge, altering the outcome. The authors have two recommendations: First, that oral language be used, as it gives students an opportunity to clarify their explanations and to answer objections, but it should be combined with other languages. Second, an abundant use of verbal language in the mathematics classroom is convenient as a powerful tool for improving both mathematical and linguistic understanding.
publishDate 2009
dc.date.created.none.fl_str_mv 2009
dc.date.issued.none.fl_str_mv 2009
dc.date.accessioned.none.fl_str_mv 2015-02-02T10:13:02Z
dc.date.available.none.fl_str_mv 2015-02-02T10:13:02Z
dc.type.es_CO.fl_str_mv article
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_6501
http://purl.org/coar/resource_type/c_2df8fbb1
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status_str publishedVersion
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http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1835
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1976
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10818/14956
url http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1835
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1529/1976
http://hdl.handle.net/10818/14956
dc.language.iso.es_CO.fl_str_mv spa
language spa
dc.relation.ispartofseries.none.fl_str_mv Educación y Educadores Vol. 12, No 3 (2009) p. 13-31
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
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rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://purl.org/coar/access_right/c_abf2
dc.publisher.none.fl_str_mv Universidad de La Sabana
dc.publisher.department.none.fl_str_mv Dirección de Publicaciones
publisher.none.fl_str_mv Universidad de La Sabana
dc.source.es_CO.fl_str_mv Universidad de La Sabana
Repositorio Institucional de la Universidad de La Sabana
institution Universidad de la Sabana
bitstream.url.fl_str_mv https://intellectum.unisabana.edu.co/bitstream/10818/14956/1/Portada%20Educaci%c3%b3n%20y%20Educadores%20Vol.%2012%2c%20No%203%20%282009%29.jpg
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repository.mail.fl_str_mv contactointellectum@unisabana.edu.co
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