Teoremas en Acto de los Profesores: como el aprendizaje significativo de los profesores deviene en aprendizaje mecánico de sus alumnos

SUREDA, P; OTERO, M. R.; ELICHIRIBEHETY, I.

Monografía VIII, Indivisa, Boletín de Estudios e Investigación

EULASALLE

Lugar: MADRID; Año: 2007 vol. 8 p. 489 - 501

1579-3141

This work approaches the educational practice from cognitive and didactic frameworks like the Theory of Conceptual Fields (Vergnaud, 1990), the Meaningful Learning Theory (Ausubel, 1963) and the Anthropological Theory of Didactics (Chevallard, 1999). These referentials are used in a complementary way in order to identify some theorems-in-action pertaining to the teachers´ schemes, to relate these theorems to the didactic and mathematical organizations put into play and to discuss if such actions are appropriate to cause meaningful learning.