Resumen
We present a study about the meanings attributed to the equal sign, in an algebraic context, by a group of students of secondary school (13-14 years) in Uruguay. We focus on two work sessions we developed with the whole group. The results show that tasks focused on similarities and differences, including those of classifying and those that need to compare and contrast, mediated by a practice of inquiry, generated genuine discussions that aroused the interest of students, which in turn allowed them to approach to conceptual aspects related to the equal sign that contributed to their understanding.
Título traducido de la contribución | La comprensión del signo de igual en la entrada al álgebra: El disenõ de tareas y la conversación en la clase de matemática |
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Idioma original | Inglés |
Páginas (desde-hasta) | 51-67 |
Número de páginas | 17 |
Publicación | Ensenanza de las Ciencias |
Volumen | 35 |
N.º | 3 |
DOI | |
Estado | Publicada - nov. 2017 |