(Des)orientación y sentido espacial: pensamiento topológico en los grados intermedios

• Autores: Zulma Elizabete de Freitas Madruga, Sean M. McCarthy
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 9, Nº. 1, 2014, págs. 41-51
• Idioma: español
• DOI: 10.30827/pna.v9i1.6108
• Títulos paralelos:
  • (Dis)orientation and spatial sense: topological thinking in the middle grades
• Enlaces
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• Resumen
  • español

    En este trabajo, nos centramos en enfoques topológicos del espacio y sostenemos que las experiencias con topología permiten a los estudiantes de secundaria desarrollar una comprensión más sólida de la orientación y de la dimensión. Enmarcamos nuestro argumento en términos de la literatura fenomenológica de la percepción y el espacio corpóreo. Discutimos los hallazgos de un estudio cuasi-experimental con 9 estudiantes de quinto a octavo curso (10 a 13 años) que participaron en talleres sobre la teoría de nudos durante 6 semanas. Discutimos los datos de vídeo que muestran cómo los estudiantes se involucran con la desorientación intrínseca de los nudos matemáticos mediante el uso del gesto y movimiento.

  • English

    In this paper, we focus on topological approaches to space and we argue that experiences with topology allow middle school students to develop a more robust understanding of orientation and dimension. We frame our argument in terms of the phenomenological literature on perception and corporeal space. We discuss findings from a quasi-experimental study engaging 9 grades 5-8 students (10-13 years old) in a 6-week series of school-based workshops focused on knot theory. We discuss video data that shows how students engage with the intrinsic disorientation of mathematical knots through the use of gesture and movement.

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