Uso del lenguaje logo en educación matemática

  1. Angel Contreras de la Fuente 1
  2. Bernarda Bermúdez Melero
  3. Enrique Malagón Gutiérrez
  4. Antonio Vázquez Hinojosa 2
  5. Francisca Abad Lagunilla 3
  6. Francisco Cobo Moreno 4
  7. José García Santillana 5
  8. Manuel Garrido Torres 6
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Colegio Ruiz Jiménez, Jaén
  3. 3 Colegio Martín Noguera, Jaén
  4. 4 Colegio Almadén, Jaén
  5. 5 Colegio San José de Calasanz, Jaén
  6. 6 Colegio Nuestra Seóra del Rosario, Los Villares (Jaén)
Erakutsi afiliazioak +
Aldizkaria:
Guadalbullón: Revista de educación

ISSN: 0213-2192

Argitalpen urtea: 1992

Zenbakia: 7

Orrialdeak: 53-61

Mota: Artikulua

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Beste argitalpen batzuk: Guadalbullón: Revista de educación

Laburpena

Research on the cognitive consequences of the use of logo in the process of teaching/learning mathematics has yielded not so hopeful results as first expected. Learning the concepts of Logo, modularity, error treatment procedures, etc have all exacted more demanding efforts from students than had been anticipated. Also programming has quite often proved insufficient to alter anomalous conceptions and to overcome cognitive obstacles. We analyse here these problems that have led some researchers into questioning the use of computer programs as didactic resources in the teaching of Mathematics, although they are at least considered to be the object of a new and imaginative line of research.

Datuen iturria: Dialnet