Bibliographic Details
| Title: |
Actividad matemática creativa y desarrollo del talento matemático a través del modelo praxeológico. |
| Alternate Title: |
Creative Mathematical Activity and Developing Mathematical Talent Through the Praxeological Model. |
| Authors: |
Margarita Barraza-García, Zeidy1, Romo Vázquez, Avenilde2, Roa-Fuentes, Solange3 |
| Source: |
Revista Electrónica de Investigación Educativa. 2022, Vol. 24, p1-18. 18p. |
| Subject Terms: |
*Mathematical ability, *Mathematics education, *Talent development, *Student development, *Teaching models, *Creative ability, Generalization, Mathematical models, Mathematics, Task analysis, Angles |
| Abstract (English): |
This paper presents a theoretical model for the study of mathematical talent, grounded in the Anthropological Theory of Didactics (ATD) and the notion of creativity. This model proposes two components of creative mathematical activity: the mathematical component, which supports mathematical techniques; and the creative component, defined by four functions: producing new techniques, optimizing techniques, considering tasks from different angles, and adapting a technique. Based on the theoretical model and a reference epistemological model on infinite sequences, a learning design comprising six problem situations was developed and then implemented in an institution established to foster mathematical talent. The analysis of two tasks performed by a pair of children offers a case study that illustrates how tackling challenging tasks of the same kind, in a favorable institutional setting, makes it possible to develop mathematical talent. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Se presenta un modelo teórico para el estudio del talento matemático, fundamentado en la Teoría Antropológica de lo Didáctico y la noción de creatividad. En dicho modelo se proponen dos componentes de la actividad matemática creativa: la Componente Matemática, que sustenta las técnicas matemáticas; y la Componente Creativa, definida por cuatro funciones: producir técnicas nuevas, optimizar técnicas, considerar tareas desde diversos ángulos y adaptar una técnica. Con base en los modelos Teórico y Epistemológico de Referencia sobre sucesiones infinitas, se genera un diseño didáctico conformado por seis situaciones problemáticas y se implementa en una institución creada para potenciar el talento matemático. El análisis de dos tareas realizadas por una pareja de niños constituye un estudio de caso, que permite ilustrar que enfrentar tareas retadoras de un mismo tipo, bajo condiciones institucionales propicias, posibilita el desarrollo del talento matemático. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
