dual process of particularization-generalization of secondary school students

Abstract

Though the generalization processes does not appear in the explicit way as one of the purposes that the students must reach in the three axes in which the mathematics study is divided during the secondary education, it has been considered the generalization process important to know how they are the generalizations that the students raise. This work has the intention of realizing of the processes of particularization and generalization the above mentioned categorized in reconstructive, expansive and disjunctive. The types of generalization were demonstrated in an argumentative practice realized with students of the third degree in a telesecundaria school of Querétaro´s State in activities corresponding to the axis Forms, space and measure. The results indicate that the type of generalizations that the students give depends of his domain in the mathematical language and on his skills to validate conjectures there are students who do not leave the particularization process to advance to the generalization.