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
Journal:
RELIME. Revista latinoamericana de investigación en matemática educativa

ISSN: 1665-2436

Year of publication: 2015

Volume: 18

Issue: 3

Pages: 301-328

Type: Article

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

More publications in: RELIME. Revista latinoamericana de investigación en matemática educativa

Metrics

Cited by

  • Scopus Cited by: 3 (31-01-2024)
  • Dialnet Métricas Cited by: 1 (25-02-2024)
  • Web of Science Cited by: 2 (13-10-2023)
  • Dimensions Cited by: 1 (14-01-2024)

JCR (Journal Impact Factor)

  • Year 2015
  • Journal Impact Factor: 0.292
  • Journal Impact Factor without self cites: 0.25
  • Article influence score: 0.063
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 212/231 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2015
  • SJR Journal Impact: 0.143
  • Best Quartile: Q4
  • Area: Education Quartile: Q4 Rank in area: 907/1336

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2015
  • CiteScore of the Journal : 0.7
  • Area: Education Percentile: 35

Dimensions

(Data updated as of 14-01-2024)
  • Total citations: 1
  • Recent citations (2 years): 1

Abstract

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.