Comprensión del razonamiento matemático de los estudiantes: una práctica pedagógica inclusiva

• Autores: Macarena Larrain
• Localización: Unión: revista iberoamericana de educación matemática, ISSN-e 1815-0640, Nº. 45, 2016, págs. 152-161
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este trabajo se examina cómo el análisis de los errores matemáticos que surgen en el aula escolar ayuda a los profesores a incrementar y profundizar su nivel de conocimiento y comprensión del razonamiento matemático de sus alumnos. A la vez, se argumenta que este conocimiento constituye un aporte relevante para el diseño e implementación de estrategias pedagógicas inclusivas, que atiendan a las necesidades diversas de los estudiantes.

  • English

    This paper discusses how the analysis of mathematical errors arising in the classroom helps teachers to increase and deepen their knowledge and understanding of mathematical thinking of their students. At the same time, it is argued that this knowledge is relevant for the design and implementation of inclusive teaching strategies that address the diverse needs of students.

  • português

    Este artigo discute como a análise de erros matemáticos que surgem na sala de aula ajuda os professores a aumentar e aprofundar seu conhecimento e compreensão do pensamento matemático dos seus alunos. Ao mesmo tempo, argumenta-se que esse conhecimento é relevante para a concepção e implementação de estratégias de ensino inclusivas que atendam às diversas necessidades de alunos

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