La naturaleza semiótica de los conocimientos numéricos: aportes al campo de la educación

• Rodríguez, Jimena Soledad ^[2] ; Martí, Eduard ^[1] ; Salsa, Analia ^[2]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
  2. [2] IRICE, CONICET.
• Localización: Revista de Psicología, ISSN-e 1669-2438, ISSN 2469-2050, Vol. 12, Nº. 23, 2016, págs. 67-79
• Idioma: español
• Títulos paralelos:
  • The Semiotic Nature of Number Knowledge: Contributions to the Educational Field
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este artículo planteamos que los sistemas semióticos (signos gestuales, lingüísticos, gráficos) no son solo distintos soportes del número sino que, en tanto elementos constitutivos de nuestra cognición, actúan como organizadores nucleares de los conocimientos numéricos. En primer lugar, revisamos críticamente las perspectivas de Piaget y del neonativismo para poner en evidencia el lugar subsidiario que otorgan a los componentes semióticos en la elaboración del número. En segundo lugar, identificamos y analizamos las particularidades y complejidad cognitiva de diferentes formas de representación del número para, finalmente, brindar una reflexión acerca del uso de imágenes y objetos simbólicos como materiales concretos para la enseñanza de las matemáticas con niños pequeños.

  • English

    In this article we argue that semiotic systems (gestural, linguistic, graphic signs) are not only different supporting tools of number but, as constitutive elements of our cognition, they act as nuclear organizers of number knowledge. First, we review the Piagetian and neonativist perspectives in order to reveal the subsidiary role that they give to semiotic components in the acquisition of number. Second, we identify and analyse the particularities and cognitive complexity of different kinds of number representations in order to, finally, provide a reflexion regarding the use of pictures and symbolic objects as concrete materials for mathematics teaching to young children.

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