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

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

ISSN: 1665-2436

Ano de publicación: 2015

Volume: 18

Número: 3

Páxinas: 301-328

Tipo: Artigo

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

Outras publicacións en: RELIME. Revista latinoamericana de investigación en matemática educativa

Indicadores

Citas recibidas

  • Citas en Scopus: 3 (31-01-2024)
  • Citas en Dialnet Métricas: 1 (18-02-2024)
  • Citas en Web of Science: 2 (13-10-2023)
  • Citas en Dimensions: 1 (14-01-2024)

JCR (Journal Impact Factor)

  • Ano 2015
  • Factor de impacto da revista: 0.292
  • Factor de impacto sen autocitas: 0.25
  • Article influence score: 0.063
  • Cuartil maior: Q4
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q4 Posición na área: 212/231 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2015
  • Impacto SJR da revista: 0.143
  • Cuartil maior: Q4
  • Área: Education Cuartil: Q4 Posición na área: 907/1336

CIRC

  • Ciencias Sociais: B

Scopus CiteScore

  • Ano 2015
  • CiteScore da revista: 0.7
  • Área: Education Percentil: 35

Dimensions

(Datos actualizados na data de 14-01-2024)
  • Total de citas: 1
  • Citas recentes (2 anos): 1

Resumo

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.