La integración del momento de la técnica en el proceso de estudio de campos de problemas de matemáticas

Abstract

This article provides a model of mathematical activity which describes it in terms of the study of fields of problems. This model helps us to analyze some didactical phenomena which are characteristic of the present systems of mathematics teaching. Special emphasis is devoted to the relation between the absence of so-called technique work, and some paradoxes about «mathematical creativity». A new didactical device is proposed, the workshop of mathematical practice, in order to bring the technique work alive in the classrooms as an integrating force in the study of mathematical problems. Finally, as an example, one of the workshops designed and tested is described.