Matemáticas: una reconstrucción histórico-filosófica para una nueva enseñanza
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Ruiz Zúñiga, Ángel
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Universidad de Costa Rica
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Se trata en este trabajo de analizar el origen de la visión racionalista de las Matemáticas, con sus énfasis en los aspectos deductivo-formales, apriorísticos y axiomáticos, y cuya influencia ha sido decisiva en la enseñanza de las Matemáticas. Para la descripción analítica de este paradigma se aborda la Filosofía de las Matemáticas en los griegos, Descartes, Leibniz y Kant, así como en el periodo que va de 1870 a 1940. En esta investigación se busca hacer una reconstrucción interpretativa de la naturaleza e historia de las Matemáticas, capaz de fundamentar una nueva y necesaria actitud en la enseñanza de las mismas. Lo que se busca, entonces, es sugerir la necesidad de un cambio radical en la filosofía moderna de las Matemáticas, que permita importantes transformaciones en su Enseñanza.
In this paper we analyze the origin of the Rationalist vision of Mathematics with its emphasis on the formal, deductive and axiomatic aspects, and whose influence has been decisive in mathematics instruction. The analysis description of this paradigm addresses the philosophy of mathematics in the classic Greeks, Descartes, Leibniz and Kant as well as in the period 1870 to 1940. This research seeks to make a theoretical re-interpretation about the nature and history of Mathematics, capable of founding a new and necessary approach in the teaching of Mathematics. What is intended, then, is to suggest the need for a radical change in Modern Philosophy of Mathematics, which allow deep changes in its teaching.
In this paper we analyze the origin of the Rationalist vision of Mathematics with its emphasis on the formal, deductive and axiomatic aspects, and whose influence has been decisive in mathematics instruction. The analysis description of this paradigm addresses the philosophy of mathematics in the classic Greeks, Descartes, Leibniz and Kant as well as in the period 1870 to 1940. This research seeks to make a theoretical re-interpretation about the nature and history of Mathematics, capable of founding a new and necessary approach in the teaching of Mathematics. What is intended, then, is to suggest the need for a radical change in Modern Philosophy of Mathematics, which allow deep changes in its teaching.