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Comprensión del Concepto de Equivalencia Lógica a través del Modelo de Pirie y Kieren
Comprensión del Concepto de Equivalencia Lógica a través del Modelo de Pirie y Kieren
Cita en APA:
Navas-López, E. A. (2022). Comprensión del Concepto de Equivalencia Lógica a través del Modelo de Pirie y Kieren. Acta Latinoamericana de Matemática Educativa, 35(1), 158-170. https://alme.org.mx/revista/index.php/alme/article/view/61
Resumen
En este artículo se analiza el proceso que sigue un grupo de alumnos universitarios para determinar una equivalencia lógica. Para ello se analiza la actividad de dichos alumnos cuando resuelven en el aula de clases la tarea de determinar si una expresión lógica es lógicamente equivalente a otra. Esto ha permitido describir el crecimiento, progreso o evolución de su comprensión a través de los diferentes niveles de comprensión siguiendo el modelo propuesto por Pirie y Kieren. Las interacciones entre los alumnos les permiten avanzar desde el nivel de Conocimiento Primitivo hasta el nivel de Observación.
Abstract
Understanding the concept of logical equivalence through the Pirie and Kieren model
This article analyzes the process followed by a group of university students to determine a logical equivalence. The activity of these students is analyzed when they solve, in the classroom, the task of determining whether a logical expression is logically equivalent to another. This has made it possible to describe the growth, progress or evolution of their understanding through the different levels of understanding, following the model proposed by Pirie and Kieren. Interactions between students allow them to advance from the primitive knowledge level to the observation level.
Cita BibTeX
@article{navas-lopez2022,
author = "Navas-López, Eduardo Adam",
journal = "Acta Latinoamericana de Matemática Educativa",
keywords = "pirie y kieren, modelo mental, equivalencia lógica, demostración matemática",
number = "1",
pages = "158–170",
title = "Comprensión del Concepto de Equivalencia Lógica a través del Modelo de Pirie y Kieren",
url = "https://alme.org.mx/revista/index.php/alme/article/view/61",
url2 = "https://goo.su/q8VreFx",
volume = "35",
year = "2022"
}
A Multidimensional Artistic Approach to Enhance Understanding of Julia Sets through Computer Programming
A Multidimensional Artistic Approach to Enhance Understanding of Julia Sets through Computer Programming
Abstract
This article proposes an artistic approach to increase and enrich the understanding of Julia Sets. This approach includes the mathematical, the playful, the artistic and the computational dimensions. It is argued that these four dimensions are not disjointed or dissociated despite general rejection by traditional academic communities and art critics communities. Also, some significant collections of Computational Art or Computer-Generated Mathematical Art are mentioned. Four artistic creations based on Julia Sets are presented as examples using the CFDG language. Finally, an informal application of the approach was carried out and artistic production of students are presented and discussed.
Keywords: Computer Graphics, Fractals, Julia Sets, CFDG, Computer Generated Mathematical Art
Cita en APA:
Navas-López, E. A. (2022). A Multidimensional Artistic Approach to Enhance Understanding of Julia Sets through Computer Programming. International Journal on Integrating Technology in Education, 11(1), 35-54. https://doi.org/10.5121/ijite.2022.11103
Cita BibTeX:
@article{navas-lopez2022juliasets,
author = "Navas-López, Eduardo Adam",
journal = "International Journal on Integrating Technology in Education",
keywords = "Computer Graphics, Fractals, Julia Sets, CFDG, Computer Generated Mathematical Art",
number = "1",
pages = "35--53",
title = "A Multidimensional Artistic Approach to Enhance Understanding of Julia Sets through Computer Programming",
doi = "https://doi.org/10.5121/ijite.2022.11103",
volume = "11",
year = "2022",
issn = "2320-1886"
}
Modular and Didactic Compiler Design with XML Inter-Phases Communication
Modular and Didactic Compiler Design with XML Inter-Phases Communication
Abstract
In Compiler Design courses, students learn how a program written in high level programming language and designed for humans understanding is systematically converted into low level assembly language understood by machines, through different representations. This article presents the design, educative characteristics and possibilities of a modular and didactic compiler for a Pascal-like programming mini-language that is super-set of Niklaus Wirth's PL/0. The main feature is that it implements the compiling phases in such a way that the information delivered to each next one may be reflected as an XML document, which can be studied separately. It is also shown that its design is suitable for being included as learning tool into compiler design courses. It is possible to implement a compiler in a high-level language like Python.
Keywords: Compiler Design, XML intercommunication, Compiling phases, PL/0, Compiler Education
Cita en APA:
Navas-López, E. A. (2022). Modular and Didactic Compiler Design with XML Inter-Phases Communication. International Journal of Computer Science, Engineering and Information Technology, 12(1), 1-20. http://doi.org/10.5121/ijcseit.2022.12101
Cita BibTeX:
@article{navas-lopez2022compiler,
author = "Navas-López, Eduardo Adam",
journal = "International Journal of Computer Science, Engineering and Information Technology",
keywords = "Compiler Design, XML intercommunication, Compiling phases, PL/0, Compiler Education",
number = "1",
pages = "1--20",
title = "Modular and Didactic Compiler Design with XML Inter-Phases Communication",
doi = "http://doi.org/10.5121/ijcseit.2022.12101",
volume = "12",
year = "2022",
issn = "2231-3117"
}
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