| dc.creator |
Sabrina Garbin |
|
| dc.date |
2007-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:18:26Z |
|
| dc.date.available |
2015-07-20T22:18:26Z |
|
| dc.identifier |
1011-2251 |
|
| dc.identifier |
https://doaj.org/article/c06996d8277e45058be88648d2e54b2d |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19408 |
|
| dc.description |
En este artículo se quiere profundizar en la problemática del “objeto fractal”, desde un punto de vista cognitivo y con un interés didáctico. En particular interesa estudiar qué propiedades del fractal son perceptibles por los estudiantes universitarios y cómo lo “definen” teniendo tan sólo una experiencia de visualización. El estudio se realiza con 77 alumnos que tienen conocimientos previos de cálculo diferencial e integral. La metodología es cualitativa y se usan las redes sistémicas como herramienta de análisis de los datos cualitativos obtenidos. La mayoría de los estudiantes perciben al fractal en sus características de manera parcial y lo “definen” como un conjunto matemático que cumple ciertas propiedades. El conocimiento previo de cálculo diferencial e integral de los estudiantes no incide de una manera significativa y/o determinante en la mayoría de las respuestas de los estudiantes<br>In this article we will deepen in the problematic of the "fractal object", from a cognitive point of view and with a didactic interest. In particular, it is interesting to study what properties of the fractal are perceivable by the university students and how "they define it" having only one experience of visualization. The study includes 77 students who have previous knowledge of differential and integral calculus. The methodology is qualitative and systematic networks are used as tool for analysis of the collected qualitative data. Most of the students perceive the fractal in his characteristics in a partial way and "they define it" as a mathematical set that fulfills certain properties. The previous knowledge of differential and integral calculus has not had a significant and/or determining incidence in the answers of the students |
|
| dc.language |
Spanish |
|
| dc.language |
Portuguese |
|
| dc.language |
English |
|
| dc.publisher |
Universidad Pedagogica Experimental Libertador |
|
| dc.relation |
http://wwww.scielo.org.ve/scielo.php?script=sci_arttext&pid=S1011-22512007000200004 |
|
| dc.relation |
https://doaj.org/toc/1011-2251 |
|
| dc.source |
Paradigma, Vol 28, Iss 2, Pp 79-108 (2007) |
|
| dc.subject |
fractal |
|
| dc.subject |
procesos infinitos |
|
| dc.subject |
visualización |
|
| dc.subject |
percepción |
|
| dc.subject |
fractal |
|
| dc.subject |
infinity process |
|
| dc.subject |
visualization |
|
| dc.subject |
perception |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
La problemática fractal: un punto de vista cognitivo con interés didáctico |
|
| dc.type |
article |
|