{"id":727,"date":"2023-07-29T23:56:07","date_gmt":"2023-07-29T22:56:07","guid":{"rendered":"https:\/\/wp.ull.es\/fpiem\/?p=727"},"modified":"2023-07-29T23:56:08","modified_gmt":"2023-07-29T22:56:08","slug":"10_01-competencia-matematica-formal-un-ejemplo-el-algebra-escolar","status":"publish","type":"post","link":"https:\/\/wp.ull.es\/fpiem\/2023\/07\/29\/10_01-competencia-matematica-formal-un-ejemplo-el-algebra-escolar\/","title":{"rendered":"[10_01] Competencia matem\u00e1tica formal. Un ejemplo: el \u00c1lgebra escolar"},"content":{"rendered":"\n<div class=\"wp-block-buttons is-content-justification-center is-layout-flex wp-container-core-buttons-is-layout-16018d1d wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background wp-element-button\" href=\"https:\/\/wp.ull.es\/fpiem\/wp-content\/uploads\/sites\/158\/2023\/07\/10_01-socas-competencia.pdf\" style=\"background-color:#5c068c\">Leer el art\u00edculo<\/a><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Autor\u00eda:<\/h2>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background wp-element-button\" style=\"background-color:#5c068c\">Mart\u00edn Manuel Socas Robayna<\/a><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Volumen:<\/h2>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background wp-element-button\" href=\"https:\/\/wp.ull.es\/fpiem\/numero-x-2010\/\" style=\"background-color:#5c068c\">N\u00famero X- 2010<\/a><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Resumen<\/strong>:<\/h2>\n\n\n\n<p><em>En este art\u00edculo se analiza la cultura matem\u00e1tica, entendida como un proceso de culturizaci\u00f3n matem\u00e1tica, y se distinguen y analizan los tres aspectos esenciales que la caracterizan como disciplina cient\u00edfica: el campo conceptual, la fenomenolog\u00eda y la funcionalidad, que deben ser tenidos en cuenta en el proceso de matematizaci\u00f3n de la cultura en el Sistema Educativo. Se describe aqu\u00ed la Competencia Matem\u00e1tica Formal (CMF) para los tres campos conceptuales: num\u00e9rico (aritm\u00e9tico), algebraico y anal\u00edtico, desde la perspectiva disciplinar, tomando como ejemplo el campo conceptual algebraico.<\/em><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Cita APA-7:<\/h2>\n\n\n\n<p>Socas, M. M. (2010). Competencia matem\u00e1tica formal. Un ejemplo: el \u00c1lgebra escolar. <em>Formaci\u00f3n del Profesorado e investigaci\u00f3n en Educaci\u00f3n Matem\u00e1tica<\/em>(10), pp. 9-42.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Autor\u00eda: Volumen: Resumen: En este art\u00edculo se analiza la cultura matem\u00e1tica, entendida como un proceso de culturizaci\u00f3n matem\u00e1tica, y se distinguen y analizan los tres aspectos esenciales que la caracterizan como disciplina cient\u00edfica: el campo conceptual, la fenomenolog\u00eda y la &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"more-link\" href=\"https:\/\/wp.ull.es\/fpiem\/2023\/07\/29\/10_01-competencia-matematica-formal-un-ejemplo-el-algebra-escolar\/\"> <span class=\"screen-reader-text\">[10_01] Competencia matem\u00e1tica formal. Un ejemplo: el \u00c1lgebra escolar<\/span> Leer m\u00e1s \u00bb<\/a><\/p>\n","protected":false},"author":394,"featured_media":123,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[63],"tags":[25],"class_list":["post-727","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-numero-x","tag-martin-manuel-socas-robayna"],"_links":{"self":[{"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/posts\/727","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/users\/394"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/comments?post=727"}],"version-history":[{"count":1,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/posts\/727\/revisions"}],"predecessor-version":[{"id":732,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/posts\/727\/revisions\/732"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/media\/123"}],"wp:attachment":[{"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/media?parent=727"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/categories?post=727"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.ull.es\/fpiem\/wp-json\/wp\/v2\/tags?post=727"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}