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Historia de las matemáticas para la formación inicial de maestros

    1. [1] Universitat Jaume I

      Universitat Jaume I

      Castellón, España

  • Localización: Matemáticas, Educación y Sociedad, ISSN-e 2603-9982, Vol. 2, Nº. 2, 2019, págs. 19-32
  • Idioma: español
  • Títulos paralelos:
    • History of mathematics for the formation of teachers
  • Enlaces
  • Resumen
    • español

      Gran parte del alumnado que nos encontramos en las aulas del grado de maestro o maestra en educación primaria es desconocedor de los hechos históricos que ocurrieron alrededor del personaje que produjo el contenido matemático que trabajamos, ni tampoco lasconsecuencias que se han plasmado en el currículo que trabajarán con sus futuros alumnos y alumnas. Siguiendo la teoría de Jankvist (2009) y la experiencia de Furinghetti (2007), emulamos una pequeña experiencia con nuestro alumnado para observar cómo es de útil la historia matemática en el momento de enseñar y aprender matemáticas La consecuencia principal ha sido que nuestro alumnado fue más consciente del proceso histórico-evolutivo de las matemáticas y su perfil más humano y dinámico reforzando así lasmúltiples miradas que su futuro alumnado pueda tener sobre los contenidos matemáticos.

    • English

      The great part of the students of the grade of teacher in primary education is unknowingly of contemporary historical events to the personages who developed certain mathematical content, nor the consequences that have been shaped in the curriculum that will work with their future students. We use the theory of Jankvist (2009) and the experience of Furinghetti (2007), we emulate a small experience with our students to observe how useful mathematical history is when teaching and learning mathematics. The mainconsequence was that our students were more aware of the historical-evolutionary process of mathematics and their more human and dynamic profile thus reinforcing the multiple looks that your future student may have about mathematical content.

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