El humor gráfico como recurso didáctico en el aula de Matemáticasuna propuesta adaptada a los currículos LOMCE de ESO y Bachillerato

  1. Pablo Aparicio 1
  2. María Isabel Marrero Rodríguez 2
  3. Matías Camacho Machín 2
  1. 1 Gobierno de Canarias
    info

    Gobierno de Canarias

    Santa Cruz de Tenerife, España

    GRID grid.453341.4

  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

Journal:
Números: Revista de didáctica de las matemáticas

ISSN: 0212-3096

Year of publication: 2019

Issue: 101

Pages: 151-177

Type: Article

Export: RIS

Metrics

Índice Dialnet de Revistas

  • Year 2019
  • Journal Impact: 0.057
  • Field: EDUCACIÓN Quartile: C4 Rank in field: 180/230

CIRC

  • Social Sciences: D

Abstract

Teaching seeks to give meaning to mathematical concepts by contextualizing them in real situations, in order to solve problems. Graphic humor appears in the media presenting real situations where mathematics are usually involved. Thus, humorous cartoons do have an interest in the teaching and learning of mathematics, mainly through the cognitive function of humor. The purpose of this work is to exploit the didactic interest of humorous cartoons by applying them to design and propose mathematics materials for classroom use, according to the LOMCE curricula for the ESO and Baccalaureate levels (ages 12-18) currently in force.