Resumo

CAMARGO-URIBE, Leonor  e  SANDOVAL-CACERES, Ivonne Twiggy. Fair Access to Scientific Reasoning through Technology. Rev. colomb. educ. [online]. 2017, n.73, pp.179-211. ISSN 0120-3916.  https://doi.org/10.17227/01203916.73rce177.209.

This paper analyzes the potential of a dynamic geometry software to promote the approach of fifth-grade students from a suburb of Mexico City to scientific reasoning. For the first time, they are faced with using the software to build isosceles and equilateral triangles, to check the invariability of the congruency of the sides, and to justify it using the properties of the circumference. Based on certain elements from Variation Theory, we analyze the opportunities that the software provides to learn to think and act in a society that is increasingly influenced by technological developments. This is an indicator of equity. We conclude that, while successful moments of access to scientific reasoning are achieved and children can propose ways to build and gain the knowledge at the basis of shared information, there are also some difficulties that hinder the attempts to achieve equity, such as the lack of a shared view on what a mathematical property is, the difference between mathematical and non-mathematical explanations, and what children believe is expected of them in math class.

Palavras-chave : learning geometry; variation theory; equity; technology; elementary school.

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