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rd-24

Articles

Año 8 No. 22 Enero - Abril 2022

Spatial visual skills for teaching and learning mathematical concepts

DOI
https://doi.org/10.32399/icuap.rdic.2448-5829.2022.22.665
Submitted
November 8, 2021
Published
January 31, 2022

Abstract

One of the main theories of mathematics education states that for the understanding of mathematical concepts to be effective, the student is required to develop various semiotic representations of the mathematical object under study, such as graph, symbolic and numerical. In addition, that student can work within each of them, as well as to move between them through conversions with meaning, when performing activities or tasks. Specifically, graphic representations require spatial visual skills such as recognizing figures, reconstructing them from verbal or written indications and manipulating them considering the elements of which they are formed, among others. This paper presents a description of spatial visual skills and how they can be operationalized through descriptors for the design of activities, problems, or tasks, to develop them in students and contribute to the graphic representation of mathematical objects, for the improvement of the processes of understanding mathematical concepts.

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