Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Analía Bergé"'
Autor:
Alexandra Fregueiro, Analía Bergé
Publikováno v:
Revista Venezolana de Investigación en Educación Matemática, Vol 4, Iss 1, p e202415 (2024)
En este trabajo presentamos el proceso que nos permitió transformar un cuestionamiento docente inicial, surgido de la práctica, en una problemática de investigación en el área de la didáctica de la matemática. En primer lugar, describimos el c
Externí odkaz:
https://doaj.org/article/ea76bccd5eb84f078026f359b48878d2
Publikováno v:
Canadian Journal of Science, Mathematics and Technology Education. 20:42-57
This article presents an analysis of the discussion and written work produced during an experiment in which two students in teacher training were asked to solve a version of the fixed-point problem initially proposed by Pontille, Feurly-Reynaud and T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8257cb65ab9f55d656ecc5a2ba6abd3a
https://doi.org/10.1007/s42330-019-00071-9
https://doi.org/10.1007/s42330-019-00071-9
Autor:
Analía Bergé
Publikováno v:
Educational Studies in Mathematics. 67:217-235
This paper focuses on teaching and learning the set of real numbers R and its completeness property at the university level. It studies, in particular, the opportunities for understanding this property that students are offered in four undergraduate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fc990a4de65c9e74b39e2a6a6ecddb76
https://doi.org/10.1007/s10649-007-9101-5
https://doi.org/10.1007/s10649-007-9101-5
Autor:
Analía Bergé
Publikováno v:
Educational Studies in Mathematics. 61:395-402
Burn (2005) proposes a genetic approach to teaching limits of numerical sequences. The article includes an explanation of the Method of Exhaustion,1 a generalization of this method, and a description of how this method was used for obtaining areas an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3ffd33e94b77829a73c4c6e60f426b22
https://doi.org/10.1007/s10649-006-8754-9
https://doi.org/10.1007/s10649-006-8754-9