Memoria y adquisición del conocimiento matemático. Las proposiciones como conjunto de secuencias condicionales
DOI:
https://doi.org/10.12795/IE.2014.i84.05Abstract
En este trabajo presentamos un estudio sobre la memoria y su relación con la adquisición del conocimiento matemático. El objetivo principal es analizar e interpretar el funcionamiento de la memoria y los procesos asociados sobre los que se fundamentan las demostraciones de proposiciones, lemas y teoremas de la teoría matemática. Del mismo modo, se ha establecido la correspondencia entre estructura orgánica del conocimiento matemático y las diferentes categorías de conocimiento (declarativo, procedimental y condicional). Además incidimos sobre las redes proposicionales, pensamiento transversal, reticular y complejo en matemáticas como características esenciales a tomar en cuenta durante la instrucción. Al objeto de ejemplificar cuál es la función de la memoria en el procesamiento de la información matemática, se ha seleccionado como ejemplo el Teorema de Euclides. Más investigación en esta línea es necesaria para la comprensión de los procesos de adquisición de los conceptos matemáticos y para mejorar la instrucción.Downloads
References
Anderson, J. (1976). Language, Memory and Thought. Hillsdale, NJ: Erlbaum Associates. Anderson, J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Anderson, J. (1984). Spreading activation. En J. R. Anderson y S. M. Kosslyn (Eds.), Tutorials in learning and memory. Essays in honour of Gordon Bower. San Francisco: Freeman and Co.
Anderson, J. (1990). The Adaptive Character of Thought. Hillsdale, N J: Erlbaum Associates.
Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Erlbaum.
Anderson, J. R. (2000). Learning and memory: An integrated approach (2nd ed.). New York, NY, US: John Wiley & Sons, Inc.
Anderson, J. (2007). How can the human mind occur in the physical universe? New York: Oxford University Press.
Atkinson, R. C. y Shiffrin, R. M. (1968). “Human memory: A proposed system and its control processes”. In Spence, K. W.; Spence, J. T. The psychology of learning and motivation (2). New York: Academic Press. pp. 89-195.
Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
Baddeley, A. D. (1992). Is working memory working? The fifteenth Bartlett lecture. The Quarterly Journal of Experimental Psychology, 44A, 1-31.
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, (11): 417-423.
Baddeley, A. D. y Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47-89). New York: Academic Press.
Baddeley, A. D.; Eysenck, M. y Anderson, M. C. (2009). Memory. Hove: Psychology Press.
Collins, A. y Quillianm, M. (1969). “Retrieval time from semantic memory”. Journal of verbal learning and verbal behavior 8 (2): 240-247.
Craik, F. I. y Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Clark, J. M. y Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.
Craik, F. I. M. y Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.
Farnham-Diggory, S. (1992). Cognitive processes in education (2nd Ed.). New York: Harper Collins.
Katona. G. (1940). Organizing and memorizing. New York: Columbia University Press.
Newell, A. y Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart & Winston.
Ritter, S.; Anderson, J.; Koendinger, K. y Corbett, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255.
Thomson, D. M. y Tulving, E. (1970). Associative encoding and retrieval: Weak and strong cues.Journal of Experimental Psychology, 86, 255-262.
Tulving, E. (1983). Elements of episodic memory. Oxford: Clarendon Press.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal accept the following conditions:
- Authors retain copyright and grant the journal the right of first publication, with the work registered under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which allows third parties to use the published work, provided that proper acknowledgement is given; the authorship of the work and first publication in AVANCES are mentioned; the material is not used for commercial purposes; and, if you create other material from the original material (e.g. a translation), you must distribute your contribution under this same licence as the original.
- Authors may enter into separate and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (e.g., inclusion in an institutional repository or publication in a book) as long as they clearly indicate that the work was first published in this journal.
- Authors are allowed and encouraged to publish their work on the Internet (e.g. on institutional or personal websites) before and during the review and publication process, as it may lead to productive exchanges and to a wider and faster dissemination of the published work (see The Effect of Open Access).
Accepted 2018-11-13
Published 2014-12-01
- Abstract 268
- PDF (Español (España)) 149
