La tecnología digital como herramienta para la democratización de ideas matemáticas poderosas
Digital technology as a tool for the democratization of powerful mathematical ideas
La tecnología digital como herramienta para la democratización de ideas matemáticas poderosas
Digital technology as a tool for the democratization of powerful mathematical ideas
Date
2018
Authors
Santiago Palmas, 0000-0003-1175-5938
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Pedagógica Nacional
Abstract
Description
Artículo el cual se analiza el papel de la tecnología como medio de acceso a ideas matemáticas poderosas (Skovsmose y Valero, 2009) en la educación matemática para jóvenes y adultos. En particular, se busca responder a la pregunta: ¿puede la tecnología fungir como puente entre las prácticas matemáticas culturales y su modelización en favor de un acceso democrático a ideas matemáticas poderosas? Se plantea la posibilidad de que la tecnología se utilice como herramienta democratizadora de dichas ideas, siempre y cuando se aborden necesidades educativas con base en concepciones matemáticas previas establecidas por los propios educandos. En el escrito se presenta un desarrollo didáctico, basado en la teoría de situaciones didácticas (Brousseau, 1997), así como las decisiones que condujeron al desarrollo de una herramienta tecnológica ad hoc, que sirviera como puente hacia ideas matemáticas poderosas. Se muestra cómo ambos diseños promovieron la construcción de conceptos e ideas matemáticas poderosas al tiempo que se discute sobre la posibilidad de usar la tecnología como herramienta democratizadora del conocimiento.
In this article we analyze the role of technology as a means of accessing powerful mathematical ideas (Skovsmose & Valero, 2009) in mathematics education for young people and adults. More particularly, we seek to answer: Can technology act as a bridge between cultural mathematical practices and modeling in favor of a democratic access to powerful mathematical ideas? The possibility of technology being used as a democratizing tool for these ideas is proposed, provided that educational needs are addressed according to previous mathematical conceptions established by the students themselves. In this paper, we present a didactic development, based on the theory of didactictal situations (Brousseau, 1997), as well as the decisions that led to the development of an ad hoc technological tool, serving as a bridge to powerful mathematical ideas. We show how both designs promoted the construction of powerful mathematical ideas and concepts while discussing the possibility of using technology as a democratizing tool of knowledge.
In this article we analyze the role of technology as a means of accessing powerful mathematical ideas (Skovsmose & Valero, 2009) in mathematics education for young people and adults. More particularly, we seek to answer: Can technology act as a bridge between cultural mathematical practices and modeling in favor of a democratic access to powerful mathematical ideas? The possibility of technology being used as a democratizing tool for these ideas is proposed, provided that educational needs are addressed according to previous mathematical conceptions established by the students themselves. In this paper, we present a didactic development, based on the theory of didactictal situations (Brousseau, 1997), as well as the decisions that led to the development of an ad hoc technological tool, serving as a bridge to powerful mathematical ideas. We show how both designs promoted the construction of powerful mathematical ideas and concepts while discussing the possibility of using technology as a democratizing tool of knowledge.
Keywords
HUMANIDADES Y CIENCIAS DE LA CONDUCTA