Construction of the concept of ratio and constant ratio from the social epistemological viewpoint
This article describes, based on detailed classroom interactions, how some social practices of knowledge construction go with the basis of the concept of ratio and constant ratio as a previous phase to its own formalization. This is the result of a research, whose objective was to characterize the p...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2014
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2993 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1802223961625329664 |
|---|---|
| author | Espinosa Romero, César Iván Jiménez Espinosa, Alfonso |
| author_facet | Espinosa Romero, César Iván Jiménez Espinosa, Alfonso |
| author_sort | Espinosa Romero, César Iván |
| collection | OJS |
| description | This article describes, based on detailed classroom interactions, how some social practices of knowledge construction go with the basis of the concept of ratio and constant ratio as a previous phase to its own formalization. This is the result of a research, whose objective was to characterize the process of the social and the contextual knowledge construction that a group of students carries out, related to the concept of derivative at a point, from the social practices (as explained by the social epistemology) and the classroom interactions. This research had its basis on the social epistemology, which criticizes the theoretical mathematical school discourse, and considers that knowledge emerges from situated social practices. The methodological scheme of the social epistemology and the content analysis were used here. The reason of this research is the fact that the theoretical school discourse does not make up propitious basis for math learning, according to social epistemologists. The results give way to the conclusion that some simulation practices make such knowledge construction possible. At the end of this article the practices are stated and the construction is described. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2993 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2014 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-29932019-02-26T14:53:22Z Construction of the concept of ratio and constant ratio from the social epistemological viewpoint Construcción del concepto de razón y razón constante desde la óptica socioepistemológica Construction du concept de raison et de raison constante du point de vue socio épistémologique Construção do conceito de razão e razão constante desde a óptica socioepistemológica Espinosa Romero, César Iván Jiménez Espinosa, Alfonso social practices of knowledge construction social practices of simulation and modeling ratio constant ratio social epistemology. prácticas sociales de construcción de conocimiento prácticas sociales de simulación y modelación razón razón constante Socioepistemología pratiques sociales de construction de connaissance pratiques sociales de simulation et modélisation raison raison constante socioépistémologie práticas sociais de construção de conhecimento práticas sociais de simulação e modelação razão razão constante socioepistemologia. This article describes, based on detailed classroom interactions, how some social practices of knowledge construction go with the basis of the concept of ratio and constant ratio as a previous phase to its own formalization. This is the result of a research, whose objective was to characterize the process of the social and the contextual knowledge construction that a group of students carries out, related to the concept of derivative at a point, from the social practices (as explained by the social epistemology) and the classroom interactions. This research had its basis on the social epistemology, which criticizes the theoretical mathematical school discourse, and considers that knowledge emerges from situated social practices. The methodological scheme of the social epistemology and the content analysis were used here. The reason of this research is the fact that the theoretical school discourse does not make up propitious basis for math learning, according to social epistemologists. The results give way to the conclusion that some simulation practices make such knowledge construction possible. At the end of this article the practices are stated and the construction is described. El artículo describe cómo ciertas prácticas sociales de construcción de conocimiento acompañan la cimentación del concepto de razón y razón constante, como fase previa para la formalización del mismo, lo anterior a partir de detalladas interacciones en el aula. El artículo es el resultado de una investigación que tuvo como objetivo caracterizar el proceso de construcción social y contextual de conocimiento que un grupo de estudiantes lleva a cabo, relativo al concepto de derivada en un punto, a partir de prácticas sociales (interpretadas desde la Socioepistemología) y de las interacciones en el aula de clase. La investigación se fundamenta en la Socioepistemología, la cual critica el discurso teórico matemático escolar y considera que el conocimiento emerge de prácticas sociales situadas.Se usó el esquema metodológico socioepistemológico en el hecho de que el discurso teórico escolar no constituye una base propicia para el aprendizaje de las matemáticas, según los socioepistemólogos. Los resultados alcanzados permiten concluir que algunas prácticas de simulación posibilitan dicha construcción enuncian las prácticas y se describe la construcción. Cet article décrit la manière dont certaines pratiques sociales de construction de la connaissance accompagnent la base du concept de raison et de raison constante, comme une phase préalable à la formalisation de celui-ci, ce qui précède, à partir d’interactions détaillées dans la salle de classe. cet article est le résultat d’une recherche, ayant pour objet la caractérisation du processus de construction sociale et contextuelle, effectuée par un groupe d’étudiants et relative au concept de dérivée d’un point, à partir de pratiques sociales (interprétées selon la socio-épistémologie) et des interactions dans la salle de classe. la recherche se base sur la socio-épistémologie, laquelle critique le discours théorique mathématique scolaire et considère que la connaissance provient des pratiques sociales de référence. un schéma méthodologique socio-épistémologique a été utilisé ainsi qu’une analyse du contenu. la recherche se justifie par le fait que le discours théorique scolaire, selon les socio-épistémologues, ne constitue pas une base propice pour l’apprentissage des mathématiques. les résultats obtenus permettent de conclure que certaines pratiques de simulation rendent possible cette construction de connaissance. dans la dernière partie de l’article, les pratiques sont énumérées et la construction est décrite. O artigo descreve a forma como algumas práticas sociais de construção de conhecimento acompanham a fundamentação do conceito de razão e razãoconstante, como vestígio prévio à formalização daquele, tudo a partir de específicas interações na sala de aula. O texto é resultado de uma pesquisa que teve como objetivo caracterizar o processo de construção social e de contexto de conhecimento que uma turma de alunos de graduação faz do conceito de derivada em um ponto, a partir de práticas sociais (interpretadas desde a sociopeistemologia) e das interações na sala de aula. A pesquisa se fundamentou na socioepistemologia, a qual critica o discurso teórico matemático escolar e considera que o conhecimento emerge de práticas sociais situadas. Usou-se o esquema metodológico socioepistemológico e a análise de conteúdo. A pesquisa se justifica no fato de que o discurso teórico escolar não constitui uma base propícia para a aprendizagem da matemática, segundo os socioepistemólogos. Os resultados permitem concluir que algumas práticas de simulação possibilitam a construção de conhecimento. Na parte final do texto se enunciam as práticas e se descreve a construção. Universidad Pedagógica y Tecnológica de Colombia 2014-01-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2993 10.19053/22160159.2993 Praxis & Saber; Vol. 5 No. 9 (2014): Didáctica, Formación y Evaluación; 53 - 80 Praxis & Saber; Vol. 5 Núm. 9 (2014): Didáctica, Formación y Evaluación; 53 - 80 Praxis & Saber; Vol. 5 No 9 (2014): Didáctica, Formación y Evaluación; 53 - 80 Praxis & Saber; V. 5 N. 9 (2014): Didáctica, Formación y Evaluación; 53 - 80 Praxis & Saber; v. 5 n. 9 (2014): Didáctica, Formación y Evaluación; 53 - 80 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2993/2724 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2993/html |
| spellingShingle | social practices of knowledge construction social practices of simulation and modeling ratio constant ratio social epistemology. prácticas sociales de construcción de conocimiento prácticas sociales de simulación y modelación razón razón constante Socioepistemología pratiques sociales de construction de connaissance pratiques sociales de simulation et modélisation raison raison constante socioépistémologie práticas sociais de construção de conhecimento práticas sociais de simulação e modelação razão razão constante socioepistemologia. Espinosa Romero, César Iván Jiménez Espinosa, Alfonso Construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| title | Construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| title_alt | Construcción del concepto de razón y razón constante desde la óptica socioepistemológica Construction du concept de raison et de raison constante du point de vue socio épistémologique Construção do conceito de razão e razão constante desde a óptica socioepistemológica |
| title_full | Construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| title_fullStr | Construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| title_full_unstemmed | Construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| title_short | Construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| title_sort | construction of the concept of ratio and constant ratio from the social epistemological viewpoint |
| topic | social practices of knowledge construction social practices of simulation and modeling ratio constant ratio social epistemology. prácticas sociales de construcción de conocimiento prácticas sociales de simulación y modelación razón razón constante Socioepistemología pratiques sociales de construction de connaissance pratiques sociales de simulation et modélisation raison raison constante socioépistémologie práticas sociais de construção de conhecimento práticas sociais de simulação e modelação razão razão constante socioepistemologia. |
| topic_facet | social practices of knowledge construction social practices of simulation and modeling ratio constant ratio social epistemology. prácticas sociales de construcción de conocimiento prácticas sociales de simulación y modelación razón razón constante Socioepistemología pratiques sociales de construction de connaissance pratiques sociales de simulation et modélisation raison raison constante socioépistémologie práticas sociais de construção de conhecimento práticas sociais de simulação e modelação razão razão constante socioepistemologia. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2993 |
| work_keys_str_mv | AT espinosaromerocesarivan constructionoftheconceptofratioandconstantratiofromthesocialepistemologicalviewpoint AT jimenezespinosaalfonso constructionoftheconceptofratioandconstantratiofromthesocialepistemologicalviewpoint AT espinosaromerocesarivan construcciondelconceptoderazonyrazonconstantedesdelaopticasocioepistemologica AT jimenezespinosaalfonso construcciondelconceptoderazonyrazonconstantedesdelaopticasocioepistemologica AT espinosaromerocesarivan constructionduconceptderaisonetderaisonconstantedupointdevuesocioepistemologique AT jimenezespinosaalfonso constructionduconceptderaisonetderaisonconstantedupointdevuesocioepistemologique AT espinosaromerocesarivan construcaodoconceitoderazaoerazaoconstantedesdeaopticasocioepistemologica AT jimenezespinosaalfonso construcaodoconceitoderazaoerazaoconstantedesdeaopticasocioepistemologica |
