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dc.contributor.authorGarcía O, Gloriaspa
dc.contributor.authorSerrano, Cellyspa
dc.contributor.authorDíaz, Hernánspa
dc.date1999-05-11
dc.identifierhttp://revistas.pedagogica.edu.co/index.php/TED/article/view/5676
dc.identifier10.17227/ted.num5-5676
dc.descriptionThis article is based upon the concept of epistemological obstacle, error and difficulty Anepistemological curriculum and cognitive analysis is carried out, with first semesterstudents, to try to determine the motives for the difficulties in the comprehension of theconcept of real number. Using the result of the analysis, suggestions for teaching theconcept of real number are made.spa
dc.formatapplication/pdfspa
dc.languagespa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.relationhttp://revistas.pedagogica.edu.co/index.php/TED/article/view/5676/4687
dc.rightsDerechos de autor 2017 TED: Tecné, Episteme y Didaxisspa
dc.rightshttp://creativecommons.org/licenses/by-nc/4.0spa
dc.sourceTecné Episteme y Didaxis TED; Núm. 5 (1999)spa
dc.sourceTecné Episteme y Didaxis TED; No 5 (1999)spa
dc.sourceTecné Episteme y Didaxis TED; n. 5 (1999)spa
dc.source2323-0126spa
dc.source0121-3814spa
dc.title¿QUÉ HAY DETRÁS DE LAS DIFICULTADES QUE PRESENTA LA COMPRENSIÓN DEL CONCEPTO DE NÚMERO REAL?spa
dc.typeinfo:eu-repo/semantics/articlespa
dc.typeinfo:eu-repo/semantics/publishedVersionspa
dc.typeinvestigación,didáctica, ciencias, teconologías, matemáticasspa


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