Factor · Matemáticas

Razonamiento Geométrico

El Razonamiento Geométrico implica usar el pensamiento abstracto para definir, analizar y formular argumentos sobre formas y relaciones espaciales. El conocimiento geométrico de los estudiantes proporciona representaciones concretas y modelos para conceptos matemáticos abstractos, que pueden servir como punto de entrada a habilidades de pensamiento matemático de orden superior.

Ideas Principales

Los niños comienzan con un conocimiento geométrico intuitivo (por ejemplo, sobre forma y simetría) que se desarrolla a través de la exposición a eventos en el mundo. En la escuela, este conocimiento informal se amplía y se expande hacia una comprensión más formal de estos conceptos geométricos.

El Razonamiento Geométrico se apoya en las Habilidades Espaciales, que permiten a los estudiantes comprender formas en dos y tres dimensiones y el espacio, y comunicar y argumentar sobre estos conceptos a través de diferentes canales, incluyendo la actividad sensoriomotora y corpórea.

Referencias

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Dehaene, S., Izard, V., Pica, P., & Spelke, E. (2006). Core knowledge of geometry in an Amazonian indigene group.Science, 311(5759), 381-384.

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Kaur, H. (2015). Two aspects of young children’s thinking about different types of dynamic triangles: Prototypicality and inclusion.ZDM: The International Journal on Mathematics Education, 47(3), 407–420.

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National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC.

Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability.Educational Studies in Mathematics, 75, 191–212.

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