000145156 001__ 145156
000145156 005__ 20241003094705.0
000145156 0247_ $$2doi$$a10.1080/10511970.2024.2379383
000145156 0248_ $$2sideral$$a139854
000145156 037__ $$aART-2024-139854
000145156 041__ $$aeng
000145156 100__ $$0(orcid)0000-0002-0516-0463$$aArnal-Bailera, Alberto$$uUniversidad de Zaragoza
000145156 245__ $$aIncluding the Brügner Tangram in an Undergraduate Mathematics education course: Systematic search for solutions and graphs
000145156 260__ $$c2024
000145156 5060_ $$aAccess copy available to the general public$$fUnrestricted
000145156 5203_ $$aThis article presents a reflection on a teaching experience involving the use of the Brügner tangram, an interesting but little-known manipulative material. It details an activity conducted as part of an undergraduate mathematics education course for prospective primary school teachers. The main objective of this paper is to present the implementation of a sequence of activities designed to convey to future teachers the importance of systematically solving problems that involve searching for or constructing different cases. Specifically, participants are provided with the three pieces of the Brügner’s tangram and assigned the task of identifying all possible convex polygons that can be constructed. Moreover, they are required to elucidate the methodological approach underpinning their exploratory process, with an emphasis on establishing relationships between the polygons. Graphs are introduced as one of the possible approaches for modelling the problem, offering a graphical representation that aids in the systematic search for solutions. This paper describes different activities involving the Brügner’s tangram which has demonstrated its adaptability as an instructional resource. The teaching sequence adheres to the five-phase structure proposed within the framework of the van Hiele model, which is also part of the course.
000145156 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-23R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
000145156 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000145156 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000145156 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000145156 773__ $$g34, 8 (2024), 855-872$$tPRIMUS$$x1051-1970
000145156 8564_ $$s1479198$$uhttps://zaguan.unizar.es/record/145156/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2025-07-31
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000145156 909CO $$ooai:zaguan.unizar.es:145156$$particulos$$pdriver
000145156 951__ $$a2024-10-03-08:56:03
000145156 980__ $$aARTICLE