Por favor, use este identificador para citar o enlazar este ítem: http://repositoriodigital.ipn.mx/handle/123456789/11409
Fecha de publicación : 16-ene-2013
Descripción : The System of Náhuatl Numeration, is a vigesimal positional system – 20 bases- created, structured and systematized in the Náhuatl language by the teachers of the knowledge of the Cem Anáhuac - old Mexico- in the Calmecac, Telpochcalli and Cuicacalli, thousands of years before the arrival of the Spaniards in 1521. After this date, the knowledge are only transmitted of oral way - using the language-and through diverse social practices, of generation in generation, until nowadays. The daily use of the knowledge of the system of Náhuatl numeration, in diverse social practices, is what it has allowed his importance in our times. The detailed study of this system of numeration, through the daily social practices of names of the numbers in Náhuatl by "our knowing face" - Teixmatkauan- demonstrates that the phonetic structure in Náhuatl, presents in addition the conceptual definition of the name of the number, a vigesimal and operational positional definition of the system of Náhuatl numeration. In the same phonetic structure of the numbers in Náhuatl, the principles of progressive aditivity, progressive multiplicity, progressive divisibility, progressive exponenciability and complementariness stand out. Being these, forceful tests, that in old Mexico, there was an intense mathematical activity. The sociocultural reproduction of this type of knowledge, transmitted through the social practices, in scholastic contexts, will not be possible through the Traditional Didactic Transposition, - because this only takes into account the educational, the student andknowledge without considering the "sociocultural thing" where really the construction of knowledge exists; therefore, a new form of Transposition of knowledge is required, to which we denominated the "non Conventional Didactic Transposition to him", like a new Educative Mathematical concept in and a referring theoretician, whom the origin of the knowledge by means of the reproduction of the social practices explains selections that allow the construction of knowledge located in sociocultural contexts in scholastic contexts. This way, the social practices, constitute the new scenes for the construction of mathematical knowledge of practical way, where the communication, socialization, ideology, the historical, cultural, spiritual development and the activities, comprise of the same process of learning and construction of knowledge of the organized society.
URI : http://www.repositoriodigital.ipn.mx/handle/123456789/11409
Otros identificadores : http://hdl.handle.net/123456789/912
Aparece en las colecciones: Doctorado

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