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dc.contributor.authorMorales Carballo, Armando
dc.contributor.authorLocia Espinoza, Edgardo
dc.contributor.authorRamirez Barragan, Melvis
dc.creatorMORALES CARBALLO, ARMANDO; 170699
dc.creatorLOCIA ESPINOZA, EDGARDO; 76761
dc.creatorRAMIREZ BARRAGAN, MELVIS; 490646
dc.date.accessioned2020-08-31T18:41:37Z
dc.date.available2020-08-31T18:41:37Z
dc.date.issued2018-01
dc.identifier.issn2278-7690
dc.identifier.urihttp://ri.uagro.mx/handle/uagro/1743
dc.description.abstractThis article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.
dc.formatpdf
dc.language.isospa
dc.publisherInternational Journal of Research in Education Methodology
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subjectCounterexample
dc.subjectMathematics
dc.subjectValidation
dc.subjectTeaching
dc.subjectlearning
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA::PEDAGOGÍA::OTRAS ESPECIALIDADES PEDAGÓGICAS
dc.titleThe Theoretical didactic approach to the counterexample in mathematics.
dc.typeArtículo
dc.type.conacytarticle
dc.rights.accesopenAccess
dc.audiencegeneralPublic
dc.identificator4||58||5899
dc.format.digitalOriginBorn digital
dc.thesis.degreelevelMaestría
dc.thesis.degreenameMaestría en Ciencias área Matemática Educativa
dc.thesis.degreegrantorUniversidad Autónoma de Guerrero
dc.thesis.degreedepartmentFacultad de Matemáticas
dc.thesis.degreedisciplineHumanidades y Ciencias de la Conducta
dc.identifier.cvuagro13422


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