期刊名称：Revista Latinoamericana de Investigación en Matemática Educativa
印刷版ISSN：1665-2436
电子版ISSN：2007-6819
出版年度：2010
卷号：13
期号：4-II
页码：241-254
出版社：Comité Latinoamericano de Matemática Educativa
摘要：En este artículo se analiza, desde la visión socioepistemológica, cómo se usa el lenguaje variacional en el discurso de la información.Se parte del principio de que, a través del procesamiento de la información que se difunde en los diarios, tienen lugar ciertas prácticas sociales en las que el ciudadano común que lee los periódicos construye (o reconstruye) saber matemático.El lenguaje variacional utilizado en el discurso de la información está presente en ámbitos extraescolares, lagente común o los profesionales encuentran este tipo de lenguajes y los usan con fines prácticos: para tomar decisiones, para normar su conducta social o para resolver problemas de la vida cotidiana.De ahí la necesidad de elaborar explicaciones que den cuenta de cómo “vive” este tipo de saber matemático afin de que esto pueda contribuir al rediseño del discurso matemático escolar.
其他摘要：This paper analyzes, from socioepistemological vision, how variational language is used in the informative discourse. It is variational language is used in the informative discourse. It is assumed that, in the processing of the information disseminated assumed that, in the processing of the information disseminated in newspapers, there are certain social practices in which the in newspapers, there are certain social practices in which the common citizen who reads the newspapers built (or rebuilt) common citizen who reads the newspapers built (or rebuilt) mathematical knowledge. The variational language present mathematical knowledge. The variational language present in the informative discourse is used by the common people in the informative discourse is used by the common peopleor professionals for practical purposes: to make decisions, or professionals for practical purposes: to make decisions, to regulate his conduct or to solve social problems of life to regulate his conduct or to solve social problems of life daily. Hence the need for elaborate explanations to account daily. Hence the need for elaborate explanations to account for how “live” this kind of mathematical knowledge so it can for how “live” this kind of mathematical knowledge so it can or professionals for practical purposes: to make decisions, or professionals for practical purposes: to make decisions, or professionals for practical purposes: to make decisions, or professionals for practical purposes: to make decisions, to regulate his conduct or to solve social problems of life to regulate his conduct or to solve social problems of life to regulate his conduct or to solve social problems of life to regulate his conduct or to solve social problems of life daily. Hence the need for elaborate explanations to account daily. Hence the need for elaborate explanations to account daily. Hence the need for elaborate explanations to account daily. Hence the need for elaborate explanations to account for how “live” this kind of mathematical knowledge so it can for how “live” this kind of mathematical knowledge so it can for how “live” this kind of mathematical knowledge so it can for how “live” this kind of mathematical knowledge so it can contribute to the redesign of school mathematical discourse.
