Control visual en la construcción del área de superficies planas en los textos escolares. Una metodología de análisis

  1. Gustavo-Adolfo Marmolejo 1
  2. María Teresa González Astudillo 2
  1. 1 Universidad de Nariño, Colombia
  2. 2 Universidad de Salamanca, España
RELIME. Revista latinoamericana de investigación en matemática educativa

ISSN: 1665-2436

Datum der Publikation: 2015

Ausgabe: 18

Nummer: 3

Seiten: 301-328

Art: Artikel

DOI: 10.12802/RELIME.13.1831 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: RELIME. Revista latinoamericana de investigación en matemática educativa


Zitate erhalten

  • Zitate in Scopus: 3 (31-01-2024)
  • Zitate in Dialnet Metriken: 1 (25-02-2024)
  • Zitate in 'Web of Science': 2 (13-10-2023)
  • Zitate in Dimensions: 1 (14-01-2024)

JCR (Journal Impact Factor)

  • Jahr 2015
  • Impact Factor der Zeitschrift: 0.292
  • Impact Factor ohne Selbstzitierung: 0.25
  • Article influence score: 0.063
  • Höchstes Quartil: Q4
  • Bereich: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q4 Position im Bereich: 212/231 (Ausgabe: SSCI)

SCImago Journal Rank

  • Jahr 2015
  • Impact SJR der Zeitschrift: 0.143
  • Höchstes Quartil: Q4
  • Bereich: Education Quartil: Q4 Position im Bereich: 907/1336


  • Sozialwissenschaften: B

Scopus CiteScore

  • Jahr 2015
  • CiteScore der Zeitschrift: 0.7
  • Bereich: Education Perzentil: 35


(Aktualisierte Daten ab 14-01-2024)
  • Gesamtzitate: 1
  • Letzten Termine (2 jahre): 1


To construct the concept of plane surfaces area, text books propose activities in which some information about how to see the figures is provided. The elements and strategies showed by the books, that favor some types of visualization above others, must be characterized and the types of visual control commanding must be analyzed. The model of analysis presented here includes an adaptation of the theoretical model exposed by Duval (1995, 2003, 2005), about the visualization associated with geometrical figures, and the notion of control structure from Balacheff and Gaudin (2010), about the existence of some elements that guide the ways students use to proceed when they are confronted with mathematical activities.