Razonamiento y argumentación en la resolución de problemas geométricos en educación infantil:Un estudio de caso

  1. A. Berciano 1
  2. C. Jiménez-Gestal 2
  3. M. Salgado 3
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  3. 3 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Zugehörigkeit anzeigen +
Buch:
Investigación en Educación Matemática XXI
  1. José M. Muñoz-Escolano (coord.)
  2. Alberto Arnal-Bailera (coord.)
  3. Pablo Beltrán-Pellicer (coord.)
  4. M. Luz Callejo (coord.)
  5. José Carrillo (coord.)

Verlag: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-16723-42-3

Datum der Publikation: 2017

Seiten: 147-156

Kongress: Sociedad Española de Investigación en Educación Matemática. Simposio (21. 2017. Zaragoza)

Art: Konferenz-Beitrag

DIALNET GOOGLE SCHOLAR lock_openDialnet editor
Institutionelles Repository: lock_openOpen Access Editor

Zusammenfassung

In this paper, we present a case study with a 4-year-old boy about the visualization of three-dimensional objects and their properties. The goal of this study is to identify the strategies of reasoning and argumentation given by a four years old child when asked to explain what a cylinder is. For this analysis we have taken into account the levels of Van Hiele and the different types of apprehension considered by Duval. From the study we conclude that the gradual guided intervention of the teacher encourages an increase in the type of reasoning and argumentation used by the child, who shows a level 2 of Van Hiele and operational apprehension (higher than the expected at this stage of education).

Fuente de los datos: Dialnet