Retrospective analysis in the epistemological study of concepts and objects: a methodological proposal to achieve metacognition
DOI:
https://doi.org/10.5377/recsp.v2i1.8168Keywords:
Metacognition, Mathematical Objects, Mathematical Concepts, Epistemology, Didactics of MathematicsAbstract
This article has described a methodological proposal to achieve metacognition. It is an argumentative sketch that analyzes retrospectively in the epistemological study of mathematical concepts and objects. Finally, the purpose of this article is not to provide a historical overview on the emergence and evolution of Educational Mathematics, but if we highlight that, due to its recent evolution, it is urgent and pertinent to generate proposals or methodologies that guide mathematical research as a resource that assists better alternatives for the teaching and learning of mathematics, especially when we refer to the training of mathematics teachers. It is for this reason that the core content of the article is to present some ideas about the temporal analysis for the epistemological study of mathematical concepts and objects and to promote metacognition. This initiative is proposed as a methodology for managing and developing mathematical research in university schools where Mathematics teachers are trained.
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