Las concepciones de los estudiantes
una introducción a una caracterización formal
DOI:
https://doi.org/10.23925/1983-3156.2022v24i1p722-769Palabras clave:
Concepción, Concepción, Caracterización formal, EstudiantesResumen
En este trabajo investigamos la complejidad de modelar el conocimiento matemático de los estudiantes bajo las restricciones de reconocer su posible falta de coherencia y su eficiencia local. Para ello, proponemos la formalización de la noción de "concepción" como posible herramienta para responder al problema epistemológico que hemos identificado. A continuación, aplicamos este enfoque al estudio de las posibles concepciones de la "función", desde un punto de vista histórico y luego epistémico. Informamos de los resultados de un estudio de caso para ilustrar el beneficio que esperamos de este enfoque. Las nociones de "concepción", "conocimiento" y "concepto" se relacionan entonces entre sí dentro del modelo presentado.
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