| dc.creator | Dur?n Triana, Jeferson | |
| dc.date | 2018-07-25T22:47:54Z | |
| dc.date | 2018-07-25T22:47:54Z | |
| dc.date | 2017 | |
| dc.date.accessioned | 2023-08-28T13:35:11Z | |
| dc.date.available | 2023-08-28T13:35:11Z | |
| dc.identifier | https://repository.ut.edu.co/handle/001/2307 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8440693 | |
| dc.description | 35 p. Recurso Electr?nico | |
| dc.description | Este constructo investigativo explora las relaciones que existen entre las matem?ticas u otras formas de representaci?n, como lo es el lenguaje cotidiano surcado por m?ltiples tropos ret?ricos, m?s exactamente la met?fora en los discursos de los docentes de matem?ticas en el aula. As? que, la pretensi?n de establecer verdaderos procesos de conceptualizaci?n matem?tica vali?ndose de procesos metaf?ricos para reconstruir el concepto de fracci?n en una relaci?n directa con la experiencia de los educandos. De este modo, para llevar a cabo esta empresa acad?mica, se utiliz? una metodolog?a de investigaci?n documental retomando textos referentes a los t?picos trabajados. En definitiva, esta es, solo, una aproximaci?n a un arduo trabajo trans-disciplinar, en donde se tome al proceso educativo como un todo coherente.
Palabras Clave: Matem?ticas, Met?fora, Fraccionario, conceptos, Aula, experiencia. | |
| dc.description | This research construct explores the relationships that exist between mathematics and other forms of representation, such as the everyday language of multiple rhetorical tropes, more precisely the metaphor in the speeches of mathematics teachers in the classroom. Thus, the pretension to establish true processes of mathematical conceptualization using metaphorical processes to reconstruct the concept of fraction in a direct relation with the students' experience. Therefore, to carry out this academic enterprise, a documentary research methodology was used, retrieving texts referring to the topics discussed. In short, this is only an approximation to an arduous transdisciplinary work, where the educational process is taken as a coherent whole.
Keywords: Mathematics, Metaphor, Fraction, concepts, Classroom, experience | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Ibagu? : Universidad del Tolima, 2017 | |
| dc.publisher | (CO COL 170) | |
| dc.rights | Atribuci?n-??NoComercial-??CompartirIgual 2.5 Colombia (CC BY-??NC-??SA 2-??5 CO) | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | http://www.creativecommons.org/licenses by-?? nc/2.5/co/ | |
| dc.subject | matem?ticas | |
| dc.subject | met?fora | |
| dc.subject | fraccionario | |
| dc.subject | experiencia | |
| dc.title | Los aportes de la met?fora a la construcci?n did?ctica del concepto de fracci?n en la educaci?n b?sica, un an?lisis documental | |
| dc.type | Trabajo de grado - Pregrado | |
| dc.type | Text | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | info:eu-repo/semantics/submittedVersion | |
| dc.coverage | (Ibagu? -?? Tolima -?? Colombia) | |
| dc.coverage | (Mundo, Suram?rica, Colombia, Tolima) [1023837] | |
