{"id":53,"date":"2014-09-15T15:21:03","date_gmt":"2014-09-15T15:21:03","guid":{"rendered":"http:\/\/www.matesxtu.es\/es\/?page_id=53"},"modified":"2014-09-20T20:31:14","modified_gmt":"2014-09-20T19:31:14","slug":"cps","status":"publish","type":"page","link":"https:\/\/www.matesxtu.es\/es\/cps\/","title":{"rendered":"CPS : CONCRETO, PICT\u00d3RICO, SIMB\u00d3LICO"},"content":{"rendered":"

Los problemas matem\u00e1ticos planteados se abordan en tres fases diferentes, cada uno con mayor grado de abstracci\u00f3n. El problema se manipula, se representa con dibujos y finalmente con n\u00fameros.<\/p>\n

\"CPA_ES\"<\/a><\/p>\n

CONCRETO: se pone a disposici\u00f3n del alumno el material manipulativo y le pedimos, por ejemplo, que primero coja 2 pieza y luego 3. A continuaci\u00f3n las pone todas juntas y, al final, cuando las cuenta todas juntas tiene 5.<\/p>\n

\"concret3\"<\/p>\n

PICT\u00d3RICO: el alumno dibuja un modelo ilustrado para representar las cantidades y resolver el problema.<\/p>\n

\"pictoric\"<\/p>\n

SIMB\u00d3LICO: cuando el alumno ya es capaz de identificar las magnitudes (3 y 2), las ha juntado (sumado) y ha llegado a un resultado\u2026 traduce la experiencia concreta y pict\u00f3rica en algoritmos \/ signos \/ n\u00fameros.<\/p>\n

\"simbolic\"<\/p>\n

En resumen, se empieza \u201ctocando\u201d el problema y se acaba con su representaci\u00f3n num\u00e9rica. Una mejor aproximaci\u00f3n a las matem\u00e1ticas.<\/p>\n","protected":false},"excerpt":{"rendered":"

Los problemas matem\u00e1ticos planteados se abordan en tres fases diferentes, cada uno con mayor grado de abstracci\u00f3n. El problema se manipula, se representa con dibujos y finalmente con n\u00fameros. CONCRETO: se pone a disposici\u00f3n del alumno el material manipulativo y le pedimos, por ejemplo, que primero coja 2 pieza y luego 3. A continuaci\u00f3n las […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/full-width.php","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-53","page","type-page","status-publish","hentry"],"yoast_head":"\nCPS : CONCRETO, PICT\u00d3RICO, SIMB\u00d3LICO - MATESxTU educaci\u00f3n<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.matesxtu.es\/es\/cps\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CPS : CONCRETO, PICT\u00d3RICO, SIMB\u00d3LICO - MATESxTU educaci\u00f3n\" \/>\n<meta property=\"og:description\" content=\"Los problemas matem\u00e1ticos planteados se abordan en tres fases diferentes, cada uno con mayor grado de abstracci\u00f3n. El problema se manipula, se representa con dibujos y finalmente con n\u00fameros. CONCRETO: se pone a disposici\u00f3n del alumno el material manipulativo y le pedimos, por ejemplo, que primero coja 2 pieza y luego 3. 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