Exploration of solids based on representation systems
This article refers to some of the findings of a research project implemented as a teaching strategy to generate environments for the learning of platonic and archimedean solids, with a group of eighth grade students. This strategy was based on the meaningful learning approach and on the use of repr...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2011
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1109 |
| _version_ | 1802223951473016832 |
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| author | Suárez Sotomonte, Publio Ramírez Vanegas, Guillermo Alfonso |
| author_facet | Suárez Sotomonte, Publio Ramírez Vanegas, Guillermo Alfonso |
| author_sort | Suárez Sotomonte, Publio |
| collection | OJS |
| description | This article refers to some of the findings of a research project implemented as a teaching strategy to generate environments for the learning of platonic and archimedean solids, with a group of eighth grade students. This strategy was based on the meaningful learning approach and on the use of representation systems using the ontosemiotic approach in mathematical education, as a framework for the construction of mathematical concepts. This geometry teaching strategy adopts the stages of exploration, representation-modeling, formal construction and study of applications. It uses concrete, physical and tangible materials for origami, die making, and structures for the construction of threedimensional solids considered external tangible solid representation systems, as well as computer based educational tools to design dynamic geometry environments as intangible external representation systems.These strategies support both the imagination and internal systems of representation, fundamental to the comprehension of geometry concepts. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1109 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2011 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-11092019-02-26T15:01:45Z Exploration of solids based on representation systems Exploración de sólidos a partir de sistemas de representación Exploration de solides à partir de systèmes de représentation Exploração de sólidos baseada em sistemas de representação Suárez Sotomonte, Publio Ramírez Vanegas, Guillermo Alfonso Platonic and archimedean solids learning environments dynamic geometry representation systems. Sólidos platónicos y arquimedianos Ambientes de aprendizaje Geometríadinámica Sistemas de representación. Solides platoniques et archimédiens Ambiances d’apprentissage Géométrie dynamique Systèmes de représentation Sólidos platónicos e arquimedianos ambientes de aprendizagem geometria dinâmica sistemas de representação This article refers to some of the findings of a research project implemented as a teaching strategy to generate environments for the learning of platonic and archimedean solids, with a group of eighth grade students. This strategy was based on the meaningful learning approach and on the use of representation systems using the ontosemiotic approach in mathematical education, as a framework for the construction of mathematical concepts. This geometry teaching strategy adopts the stages of exploration, representation-modeling, formal construction and study of applications. It uses concrete, physical and tangible materials for origami, die making, and structures for the construction of threedimensional solids considered external tangible solid representation systems, as well as computer based educational tools to design dynamic geometry environments as intangible external representation systems.These strategies support both the imagination and internal systems of representation, fundamental to the comprehension of geometry concepts. El artículo hace referencia a algunos de los resultados de una investigación que implementó una estrategia de enseñanza para generar ambientes de aprendizaje de sólidos platónicos y arquimedianos en un grupo de estudiantes de octavo grado, estrategia fundamentada en el enfoque de aprendizaje significativo y en el manejo de los sistemas de representación desde el enfoque ontosemiótico de la educación matemática, como soporte para la construcción de conceptos matemáticos. La estrategia de enseñanza de la geometría adopta las etapas de exploración, representación-modelación, construcción formal y estudio de lasaplicaciones, y usa materiales concretos, físicos y tangibles, relativos al origami, troquelado y estructuras, como opciones de construcción de los sólidos tridimensionales, considerados sistemasde representación externostangibles, al igual que herramientas educativas informáticas para diseñar ambientes de geometría dinámica, como sistemas de representación externos intangibles, que junto con los anteriores son el soporte para el desarrollo de la imaginación y de los sistemas internos de representación, fundamentales en la comprensión de conceptos geométricos. L’article fait référence `a quelques résultats d’une recherche qui a implémenté une stratégie d’enseignement pour générer des ambiances d’apprentissage de solides platoniques et archimédiens chez un groupe d’élèves de la quatrième. Cette stratégie-là a eu des fondements sur l’approche de l’apprentissage significatif et sur le maniement des systèmes de représentation dès l’approche ontosémiotique de l’éducation mathématique, en tant que support pour la construction de concepts mathématiques. La stratégie de l’enseignement de la géométrie adopte les étapes d’exploration, de représentations-modélisation, de construction formelle et d’étude des applications. De la même façon, elle utilise des matériaux concrets, physiques et tangibles, relatifs `a l’origami, au troquelage et aux structures, en tant que des options de construction des solides tridimensionnels, considérés des systèmes de représentations externe-tangibles. D’autre part, cette stratégie-là utilise des outils éducatifs informatiques pour dessiner des ambiances de géométrie dynamique, en tant que systèmes de représentations externes intangibles, qui, avec les éléments précédents, sont le seul support pour le développement de l’imagination et des systèmes internes de représentations, fondamentaux dans la compréhension de concepts géométriques. O artigo faz referencia a alguns resultados de uma pesquisa que experimentou uma estratégia de ensino que gera ambientes de aprendizagem de sólidos platônicos e arquimedianos em uma turma de oitava série de ensino fundamental. A estratégia está fundamentada na aprendizagem significativa e no uso de sistemas de representação desde o enfoque ontosemiótico da educação matemática, como apoio na construção de conceptos matemáticos. A estratégia de ensino da geometria segue as etapas de exploração, representação-modelação, construção formal e estudo das aplicações, usa materiais concretos,físicos e tangíveis, tocantes ao origami, cunhado, gravuras e estruturas, como opções de construção de sólidos tridimensionais, considerados sistemas de representação externa tangíveis, e instrumentos educativos informáticos para representar ambientes de geometria dinâmica, como sistemas de representação externa tangíveis, que ao lado dos anteriores são suporte para o desenvolvimento da imaginação e dos sistemas de representação interna, fundamentais na compreensão dos conceptos geométricos. Universidad Pedagógica y Tecnológica de Colombia 2011-01-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1109 Praxis & Saber; Vol. 2 No. 3 (2011): Educación Matemática; 27-60 Praxis & Saber; Vol. 2 Núm. 3 (2011): Educación Matemática; 27-60 Praxis & Saber; Vol. 2 No 3 (2011): Educación Matemática; 27-60 Praxis & Saber; V. 2 N. 3 (2011): Educación Matemática; 27-60 Praxis & Saber; v. 2 n. 3 (2011): Educación Matemática; 27-60 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1109/1108 |
| spellingShingle | Platonic and archimedean solids learning environments dynamic geometry representation systems. Sólidos platónicos y arquimedianos Ambientes de aprendizaje Geometríadinámica Sistemas de representación. Solides platoniques et archimédiens Ambiances d’apprentissage Géométrie dynamique Systèmes de représentation Sólidos platónicos e arquimedianos ambientes de aprendizagem geometria dinâmica sistemas de representação Suárez Sotomonte, Publio Ramírez Vanegas, Guillermo Alfonso Exploration of solids based on representation systems |
| title | Exploration of solids based on representation systems |
| title_alt | Exploración de sólidos a partir de sistemas de representación Exploration de solides à partir de systèmes de représentation Exploração de sólidos baseada em sistemas de representação |
| title_full | Exploration of solids based on representation systems |
| title_fullStr | Exploration of solids based on representation systems |
| title_full_unstemmed | Exploration of solids based on representation systems |
| title_short | Exploration of solids based on representation systems |
| title_sort | exploration of solids based on representation systems |
| topic | Platonic and archimedean solids learning environments dynamic geometry representation systems. Sólidos platónicos y arquimedianos Ambientes de aprendizaje Geometríadinámica Sistemas de representación. Solides platoniques et archimédiens Ambiances d’apprentissage Géométrie dynamique Systèmes de représentation Sólidos platónicos e arquimedianos ambientes de aprendizagem geometria dinâmica sistemas de representação |
| topic_facet | Platonic and archimedean solids learning environments dynamic geometry representation systems. Sólidos platónicos y arquimedianos Ambientes de aprendizaje Geometríadinámica Sistemas de representación. Solides platoniques et archimédiens Ambiances d’apprentissage Géométrie dynamique Systèmes de représentation Sólidos platónicos e arquimedianos ambientes de aprendizagem geometria dinâmica sistemas de representação |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1109 |
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