Characterization of advanced mathematical thinking through the study of the pigeon loft principle
DOI:
https://doi.org/10.21803/penamer.17.35.794Keywords:
STEM education, mathematics teaching, higher educationAbstract
Introduction: Teacher training has taken on special relevance, given the constant need to connect learning with the contexts of the new generations, even more so with the boom in technological advances, where mathematics plays a fundamental role. Given this situation, a question arises: What mathematical knowledge should be taught at school? Objective:
To identify the need to strengthen the training of mathematics teachers, strengthening the inverse connections between advanced mathematics and school mathematics, as an element that will allow a better development of activities aimed at developing the
mathematical thinking of students. Based on Tall's approaches (1991), and making use of the problem solving strategy proposed by Mason et al. (2010). Methodology: This work has a qualitative approach, framing the teaching experiment, based on the resolution of non-routine problems related to the pigeon loft principle. Results: Characterization of
advanced mathematical thinking (AMT) in students in their last semesters of a bachelor's degree program in mathematics, showing difficulties in the interpretation of problems and conjectures, highlighting the use of geometric elements as a basis for demonstrations.
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