Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept
In this paper, it is presented two math teachers’ discourse analysis results, to identify the possible incidence of the metaphorical language used by them, in the learning of the concept of a complex number with ninth grade students. The analysis of the metaphorical language of the teacher is done i...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/13351
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24
http://hdl.handle.net/10785/13351
- Palabra clave:
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES
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2023-08-29T03:48:43Z2023-08-29T03:48:43Z2018-10-05https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/2410.31908/19098367.3712http://hdl.handle.net/10785/13351In this paper, it is presented two math teachers’ discourse analysis results, to identify the possible incidence of the metaphorical language used by them, in the learning of the concept of a complex number with ninth grade students. The analysis of the metaphorical language of the teacher is done in the light of the Cognitive Theory of Mathematics. It seeks the understanding of mathematics in the metaphorical thinking of people, and not in the rigorous demonstrations of books, emphasizing the connection that has the body with the cognitive processes, inducing the main key for the reform of teaching and learning processes focused on mathematical communication.En este artículo se presentan los resultados del análisis del discurso de dos docentes de matemáticas, para identifi car la posible incidencia del lenguaje metafórico empleado por ellos en el aprendizaje del concepto de número complejo, con estudiantes de grado noveno. El análisis del lenguaje metafórico docente se realiza a la luz de la Teoría Cognitiva de la Matemática, la cual busca la comprensión de las matemáticas en el pensamiento metafórico de las personas y no en las demostraciones rigurosas de los libros, haciendo énfasis en la conexión que tiene el cuerpo con los procesos cognoscitivos, induciendo la clave principal para la reforma de los procesos de enseñanza y aprendizaje enfocados en la comunicación matemática.Neste artigo são apresentados os resultados da análise do discurso de dois professores de matemática, para identifi car a possível incidência da linguagem metafórica utilizada por eles, na aprendizagem do conceito de número complexo com alunos da nona série. A análise da linguagem metafórica de ensino é feita à luz da Teoria Cognitiva da Matemática, que busca a compreensão da matemática no pensamento metafórico das pessoas e não nas demonstrações rigorosas dos livros, enfatizando a conexão que tem o corpo com os processos cognitivos, induzindo a chave principal para a reforma dos processos de ensino e aprendizagem focados na comunicação matemática.application/pdfapplication/xmlspaUniversidad Católica de Pereirahttps://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/21https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/1159https://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Entre ciencia e ingeniería; Vol 12 No 23 (2018); 123-130Entre Ciencia e Ingeniería; Vol. 12 Núm. 23 (2018); 123-130Entre ciencia e ingeniería; v. 12 n. 23 (2018); 123-1302539-41691909-8367Incidence of the teacher’s metaphorical discourse in the teaching of the complex number conceptIncidencia del discurso metafórico del profesor en la enseñanza del concepto de número complejoIncidência do discurso metafórico do professor no ensino do conceito de número complexoArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionRojas Cardona, Claudia VanessaFernández Sánchez, OscarPublication10785/13351oai:repositorio.ucp.edu.co:10785/133512025-01-27 18:58:44.156https://creativecommons.org/licenses/by-nc/4.0/deed.es_ESmetadata.onlyhttps://repositorio.ucp.edu.coRepositorio Institucional de la Universidad Católica de Pereira - RIBUCbdigital@metabiblioteca.com |
| dc.title.eng.fl_str_mv |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| dc.title.spa.fl_str_mv |
Incidencia del discurso metafórico del profesor en la enseñanza del concepto de número complejo |
| dc.title.por.fl_str_mv |
Incidência do discurso metafórico do professor no ensino do conceito de número complexo |
| title |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| spellingShingle |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| title_short |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| title_full |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| title_fullStr |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| title_full_unstemmed |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| title_sort |
Incidence of the teacher’s metaphorical discourse in the teaching of the complex number concept |
| description |
In this paper, it is presented two math teachers’ discourse analysis results, to identify the possible incidence of the metaphorical language used by them, in the learning of the concept of a complex number with ninth grade students. The analysis of the metaphorical language of the teacher is done in the light of the Cognitive Theory of Mathematics. It seeks the understanding of mathematics in the metaphorical thinking of people, and not in the rigorous demonstrations of books, emphasizing the connection that has the body with the cognitive processes, inducing the main key for the reform of teaching and learning processes focused on mathematical communication. |
| publishDate |
2018 |
| dc.date.issued.none.fl_str_mv |
2018-10-05 |
| dc.date.accessioned.none.fl_str_mv |
2023-08-29T03:48:43Z |
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2023-08-29T03:48:43Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/resource_type/c_6501 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24 10.31908/19098367.3712 |
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http://hdl.handle.net/10785/13351 |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24 http://hdl.handle.net/10785/13351 |
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10.31908/19098367.3712 |
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spa |
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spa |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/21 https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/24/1159 |
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https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES |
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info:eu-repo/semantics/openAccess |
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application/pdf application/xml |
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Universidad Católica de Pereira |
| dc.source.eng.fl_str_mv |
Entre ciencia e ingeniería; Vol 12 No 23 (2018); 123-130 |
| dc.source.spa.fl_str_mv |
Entre Ciencia e Ingeniería; Vol. 12 Núm. 23 (2018); 123-130 |
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Entre ciencia e ingeniería; v. 12 n. 23 (2018); 123-130 |
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2539-4169 1909-8367 |
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Universidad Católica de Pereira |
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Repositorio Institucional de la Universidad Católica de Pereira - RIBUC |
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bdigital@metabiblioteca.com |
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