Estrategias utilizadas por alumnos de primer año de Educación Básica en la transformación 2D/ 3D
DOI:
https://doi.org/10.34019/1982-1247.2020.v14.27595Palabras clave:
Estructuración espacial, Relación 2D/3D, Rotaciones mentales, Primeros añosResumen
En este artículo, nuestro objetivo es comprender qué relaciones entre componentes, compuestos y el todo, los estudiantes en el primer año de Educación Básica utilizan para transformar las representaciones bidimensionales en construcciones tridimensionales. Nos centramos en el análisis de las estrategias de los estudiantes, utilizadas en una tarea que involucra la relación dinámica 2D/ 3D. Los datos se recopilaron durante la primera secuencia de tareas en el ciclo 1 de una investigación basada en el diseño, en curso. Los resultados muestran que los estudiantes relacionan las partes, los cuadrados, y el todo, de la caja a construir, usando movimientos mentales, para transformar las construcciones bidimensionales en tridimensionales.
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Citas
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Battista, M. T. (2008). Development of the shape makers’ geometry microworld. In G. W. Blume, M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Cases and perspectives (vol. 2, pp. 131–56). Charlotte: Information Age.
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Gravemeijer, K., & Cobb, P. (2006). Design research from the learning design perspective. In T. Plomp, & N. Nieveen (Edits.), Educational design research (pp. 72–113). Enschede, The Netherlands: Netherlands Institute for Curriculum Development (SLO).
Hallowell, D.A., Okamoto, Y., Romo, L.F., & La Joy, J. R. (2015). First-graders’ spatial-mathematical reasoning about plane and solid shapes and their representations. ZDM, 47(3), 363–375. doi: 10.1007/s11858-015-0664-9
Johnston-Wilder, S. & Mason, J. (Eds.). (2005) Developing Thinking in Geometry. London: The Open University.
National Council of Teachers of Mathematics (2007). Princípios e normas para a matemática escolar (2.ª ed.). Lisboa: Associação de Professores de Matemática (Obra original em inglês publicada em 2000).
Okamoto, Y, Kotsopoulos, D., McGarvey, L. & Hallowell, D. (2015). The development of spatial reasoning in young children. In Davis, B. (Ed.) Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 15–28). New York: Routledge.
Venkat, H., Askew, M, Watson, A. & Mason, J. (2019). Architecture of mathematical structure, For the Learning of Mathematics, 39(1), 13–17.
Battista, M. (2007). The development of geometric and spatial thinking. In F. Lester (Ed), Second handbook of research on mathematics teaching and learning (pp. 843–909). Reston, VA: NCTM.
Battista, M. T. (2008). Development of the shape makers’ geometry microworld. In G. W. Blume, M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Cases and perspectives (vol. 2, pp. 131–56). Charlotte: Information Age.
Battista, M.T. & Clements, D. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3) 258–292.
Bruce, C.D. & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it? ZDM, 47(3), 331–343. doi: 10.1007/s11858-014-0637-4
Gravemeijer, K., & Cobb, P. (2006). Design research from the learning design perspective. In T. Plomp, & N. Nieveen (Edits.), Educational design research (pp. 72–113). Enschede, The Netherlands: Netherlands Institute for Curriculum Development (SLO).
Hallowell, D.A., Okamoto, Y., Romo, L.F., & La Joy, J. R. (2015). First-graders’ spatial-mathematical reasoning about plane and solid shapes and their representations. ZDM, 47(3), 363–375. doi: 10.1007/s11858-015-0664-9
Johnston-Wilder, S. & Mason, J. (Eds.). (2005) Developing Thinking in Geometry. London: The Open University.
National Council of Teachers of Mathematics (2007). Princípios e normas para a matemática escolar (2.ª ed.). Lisboa: Associação de Professores de Matemática (Obra original em inglês publicada em 2000).
Okamoto, Y, Kotsopoulos, D., McGarvey, L. & Hallowell, D. (2015). The development of spatial reasoning in young children. In Davis, B. (Ed.) Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 15–28). New York: Routledge.
Venkat, H., Askew, M, Watson, A. & Mason, J. (2019). Architecture of mathematical structure, For the Learning of Mathematics, 39(1), 13–17.
Battista, M. T. (2008). Development of the shape makers’ geometry microworld. In G. W. Blume, M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Cases and perspectives (vol. 2, pp. 131–56). Charlotte: Information Age.
Battista, M.T. & Clements, D. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3) 258–292.
Bruce, C.D. & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it? ZDM, 47(3), 331–343. doi: 10.1007/s11858-014-0637-4
Gravemeijer, K., & Cobb, P. (2006). Design research from the learning design perspective. In T. Plomp, & N. Nieveen (Edits.), Educational design research (pp. 72–113). Enschede, The Netherlands: Netherlands Institute for Curriculum Development (SLO).
Hallowell, D.A., Okamoto, Y., Romo, L.F., & La Joy, J. R. (2015). First-graders’ spatial-mathematical reasoning about plane and solid shapes and their representations. ZDM, 47(3), 363–375. doi: 10.1007/s11858-015-0664-9
Johnston-Wilder, S. & Mason, J. (Eds.). (2005) Developing Thinking in Geometry. London: The Open University.
National Council of Teachers of Mathematics (2007). Princípios e normas para a matemática escolar (2.ª ed.). Lisboa: Associação de Professores de Matemática (Obra original em inglês publicada em 2000).
Okamoto, Y, Kotsopoulos, D., McGarvey, L. & Hallowell, D. (2015). The development of spatial reasoning in young children. In Davis, B. (Ed.) Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 15–28). New York: Routledge.
Venkat, H., Askew, M, Watson, A. & Mason, J. (2019). Architecture of mathematical structure, For the Learning of Mathematics, 39(1), 13–17.
Battista, M. (2007). The development of geometric and spatial thinking. In F. Lester (Ed), Second handbook of research on mathematics teaching and learning (pp. 843–909). Reston, VA: NCTM.
Battista, M. T. (2008). Development of the shape makers’ geometry microworld. In G. W. Blume, M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Cases and perspectives (vol. 2, pp. 131–56). Charlotte: Information Age.
Battista, M.T. & Clements, D. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3) 258–292.
Bruce, C.D. & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it? ZDM, 47(3), 331–343. doi: 10.1007/s11858-014-0637-4
Gravemeijer, K., & Cobb, P. (2006). Design research from the learning design perspective. In T. Plomp, & N. Nieveen (Edits.), Educational design research (pp. 72–113). Enschede, The Netherlands: Netherlands Institute for Curriculum Development (SLO).
Hallowell, D.A., Okamoto, Y., Romo, L.F., & La Joy, J. R. (2015). First-graders’ spatial-mathematical reasoning about plane and solid shapes and their representations. ZDM, 47(3), 363–375. doi: 10.1007/s11858-015-0664-9
Johnston-Wilder, S. & Mason, J. (Eds.). (2005) Developing Thinking in Geometry. London: The Open University.
National Council of Teachers of Mathematics (2007). Princípios e normas para a matemática escolar (2.ª ed.). Lisboa: Associação de Professores de Matemática (Obra original em inglês publicada em 2000).
Okamoto, Y, Kotsopoulos, D., McGarvey, L. & Hallowell, D. (2015). The development of spatial reasoning in young children. In Davis, B. (Ed.) Spatial reasoning in the early years: Principles, assertions, and speculations (pp. 15–28). New York: Routledge.
Venkat, H., Askew, M, Watson, A. & Mason, J. (2019). Architecture of mathematical structure, For the Learning of Mathematics, 39(1), 13–17.
Publicado
2020-08-30
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