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000097307 005__ 20231006143305.0
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000097307 0247_ $$2doi$$a10.24197/edmain.1.2019.89-98
000097307 037__ $$aART-2019-121351
000097307 041__ $$aspa
000097307 100__ $$0(orcid)0000-0002-1275-9976$$aBeltran-Pellicer, P.$$uUniversidad de Zaragoza
000097307 245__ $$aUn acercamiento al tratamiento del dominio afectivo en matemáticas en series de dibujos animados
000097307 260__ $$c2019
000097307 5060_ $$aAccess copy available to the general public$$fUnrestricted
000097307 5203_ $$aEn este número dedicamos nuestra atención al tratamiento que recibe el dominio afectivo en dos series de dibujos animados que ya han sido tratadas en esta sección: Cyberchase y Peg+Gato . Si bien ambas producciones se emiten (o emitieron) en canales de entretenimiento, presentan cierta intencionalidad educativa. Comparten, además, una interesante forma de integrar el contenido matemático en la narrativa de cada episodio. Cada uno de estos episodios se centra en un c ontenido matemático concreto, como pueden ser la medida, situaciones aditivas, estimación o probabilidad, entre otros. A este contenido que podemos llamar primario, se le añaden otros secundarios, que no constituyen parte fundamental del problema a resolve r en cada historia, y así lo señalan en las guías para familias o educadores. El dominio afectivo no aparece de forma explícita en estas guías, pero nuestro análisis nos lleva a concluir que, en ocasiones, su acertado tratamiento no es accidental. Completamos esta exploración con algunos comentarios a partir de otras series, como Hilda o El príncipe Dragón.
In this issue we dedicate our attention to the treatment received by the affective domain in two series of cartoons that have already been dealt with in this section: Cyberchase and Peg+Gato. Although both productions are broadcast in entertainment channels, they show some educational purpose. They also share an interesting way to integrate mathematical content into the narrative of each episode. Each of these episodes focuses on a specific mathematical content, such as measure, additive situations, estimation or probability, among others. To this content that we can call primary, other secondary elements are added, which are not a fundamental part of the problem to be solved in each story, and this is indicated in the guides for families or educators. The affective domain does not appear explicitly in these guidelines, but our analysis leads us to conclude that, sometimes, its successful treatment is not accidental. We complete this exploration with some comments from other series, such as Hilda or The dragon prince.
In this issue we dedicate our attention to the treatment received by the affective domain in two series of cartoons that have already been dealt with in this section: Cyberchase and Peg+Gato. Although both productions are broadcast in entertainment channels, they show some educational purpose. They also share an interesting way to integrate mathematical content into the narrative of each episode. Each of these episodes focuses on a specific mathematical content, such as measure, additive situations, estimation or probability, among others. To this content that we can call primary, other secondary elements are added, which are not a fundamental part of the problem to be solved in each story, and this is indicated in the guides for families or educators. The affective domain does not appear explicitly in these guidelines, but our analysis leads us to conclude that, sometimes, its successful treatment is not accidental. We complete this exploration with some comments from other series, such as Hilda or The dragon prince.
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000097307 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000097307 773__ $$g8, 1 (2019), 89-98$$pEduc. mat. infanc.$$tEducación matemática en la infancia$$x2254-8351
000097307 85641 $$uhttps://www.edma0-6.es/index.php/edma0-6/article/download/75/72/$$zTexto completo de la revista
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000097307 951__ $$a2023-10-06-14:07:53
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