La construcción del concepto de área a través de la resolución de problemaslas interacciones y el análisis cognitivo

Abstract

The objective of this research is to understand the process of building the elementary area concept when implementing problems solving methodology. In the theoretical framework we highlight the model of Pirie and Kieren (1994, 1999), which has constituted a core theoretical tool to observe and describe the growth of understanding experienced by informants, especially taking into account the folding back. We have proceeded with an interpretive paradigm, based on the symbolic interaction and dialogic approach to discourse, and with a case study as research design. This is an instrumental study of three cases and longitudinal in nature as it collects information before, during and after the implementation of a learning unit in its natural environment. We have used a variety of techniques and tools for obtaining information (questionnaires, videotaping, field notes) and analysis, which allowed us to account for the evolution of the process of concept building in each of the cases. The study has highlighted the need to consider cognitive and social aspects to have access to the concepts construction. Particularly, the folding back and the presence of certain indicators of understanding drivers have emerged as key elements in understanding the corresponding process.