Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This paper aims to contribute to the clarification of the role of mathematical intuition and imagination in the constitution of mathematical knowledge, evidencing its epistemological and procedural characteristics. For that, an "epistemology of intuition and imagination" in the field of mathematics is outlined (suggested) emphasizing the need to adopt a dynamic conception of mathematics. In this context, intuition and imagination present themselves as forms of mathematical experience that give access, through paths that are not purely logical, to mathematical knowledge. Its epistemological and rationality characteristics, a rational of a non-logical nature, are highlighted by several examples, resources for moving the ideas involved. The epistemological study of intuition and imagination also allows highlighting its ontology, constituted of more relations than objects. From the pedagogical point of view, we discuss the formative character of philosophical studies involving intuition and imagination, mainly related to creativity in mathematics. Keywords: Mathematical knowledge; Mathematical experience; Epistemology of intuition and imagination; Creativity in mathematics.

In this article, we weave historical-philosophical reflections about demonstration in mathematics, based on works of researchers that discuss the different philosophical perspectives on the topic, more specifically on geometry. We focus first on demonstration and its relationship with intuition and figural representations. Second, we criticize Poincaré’s conception of mathematical demonstration. Third, we reflect, in a non-exhaustive way, on the philosophy of demonstration in geometry, confronting Kant’s conceptions with the axiomatizations of the non-Euclidean geometries. In this text, we do not adopt a single definition that would cover all modes of scientific validation, since we admit the possibility of an evolution of ideas about the validity of a proposition. Not to fall into the symmetrical flaws of the glorification of the Ancients or even being ungrateful to them, we must start from the naive idea that the demonstration has a historical origin and, therefore, maintains a historical character, but we should be more attentive to what characterizes, in its particularity or even its uniqueness, the productions of past and present centuries. Keywords: Philosophy of demonstration; Axiomatization; Induction; Intuition; Representation.

his paper presents the initial studies on Peirce´s Primary Arithmetic, a set of manuscripts, never published by the author, written at the end of the XIX century. The originals – organized and published by Carolyn Eisele in 1976 – was translated to Portuguese and some initial studies are being developed focusing on the possibility that some features of Peirce´s Philosophy could be pragmatically – but implicitly – present in such manuscripts. Our partial conclusions, now, show that Peirce´s life circumstances, more than his Philosophy, characterize the texts under examination. Keywords: Charles S. Peirce; Primary Arithmetic; Mathematics Education; History; Philosophy; Peirce´s Mathematical Writings.

Constructivism and enactivism are proposing opposite philosophies regarding the teaching of mathematics. The article explores the roots of kinaesthetic constructivism in Husserl’s phenomenology of the lived body. Then, the article describes the main points on which enactivism explicitly differs from constructivism. Finally, the article lists the criteria for opposing or bringing together constructivism and enactivism and argues that constructivism and enactivism aim for different pedagogical results and have different teaching functions.  Keywords: Kinaesthetic constructivism; Enactivism; Husserl; I can; Learning.

Historically, our theme is situated within the triangle of three of Kant's students: Hegel (1770-1831), Bolzano (1781-1848) and Peirce (1839-1914). All three wanted to change Kant's strict separation of philosophy and science by developing a new conception of logic. Bolzano inaugurated the so-called linguistic turn of philosophy which became the guiding principle of all analytical philosophy (Dummett, 2014) and he opposed Hegel’s unity of concept and object of knowledge. Charles Peirce took a middle position, a position that is expressed in his so-called Pragmatic Maxim (Peirce, CP 5.3). Taken together we might say that a universal principle of complementarity of meaning and reference, or of meaning and information (in the sense of Shannon) finds its origin in Post-Kantian philosophy. We encounter here the very same approach of principled thinking endorsed by Einstein in physics (special theory of relativity) or by the formal axiomatic approach in mathematics (Hilbert)! Key Words: Bolzano, Hegel, Peirce; Complementarity of sense and reference; Geometry from Euclid to Einstein; Hilbert.

In this work we show the historical significance of mathematical problems and their meaning, not only for Mathematics itself, but for the Philosophy of Mathematics and other related sciences, in which the current conceptual and methodological apparatus has been developed, as a result of the development of investigations related to the resolution of certain problems. From these results, we build the Mathematical Development Matrix.  Keywords: Problems; History of Mathematics; Mathematics.

The training of professionals demanded by this century is in an arduous process of improvement to respond to social demands. The Peruvian university and within it the National University of San Agustín (UNSA) is inserted in a process of curricular transformation by competences in response to these demands. The new Statute approved in November 2015 has brought a series of challenges in the curricular transition in process, according to national and regional needs, offering the possibility of including professional competence modules with intermediate certification, flexible curricula, and consideration of criteria and international recommendations; among others. In this context arise thisresearch and the present article that aims to offer a methodological framework of reference based on the experience of the School of Systems Engineering in determining the professional profile. Several results are shown, such as the methodology developed, the process that starts from the diagnosis made and the identification of the competencies of the professional profile of the School of Systems Engineering.Finally, the approach to the experience of the curricular transition of the School of Systems Engineering is offered from the theoretical positions that are defended and the diagnostic guidelines are presented, considering the regional, national and international needs based on the trends that mark the profession and the considerations for the employability analysis that allowed determining the general and specific competencies and the Professional Profile that is currently proposed for this career.

The subject Operating Systems is part of the basic curriculum of the Informatics Science Engineering degree. A process of critical analysis and updating of the subject's program and its execution was carried out for the conformation of the Plan E of the career. The study showed deficiencies in the teaching means and their use, for which a strategy of integration of means in the subject was defined. The present work is designed to present a methodological guide of teaching resources for the subject Operating Systems in the Informatics Science Engineering career. This task is part of the first stage of the strategy. We analyzed the objectives and knowledge systems defined in the program, also westudy the international tendencies regarding the teaching means for this type of content. The research included a review of the university background and the justification of the deficiencies of the teaching means available for the subject. The methodological guide takes into account the relationship between objective and content, to define for each subject, the needs of means for the support of the teaching-learning process. The guide presented is the basis for achieving the integration of a system of means that allows the transformation of the teachinglearningprocess.

Based on the curriculum designed for plan E intended for Electrical engeneering at the Technological University of Havana” José Antonio Echeverría” CUJAE, the authors have considered useful to propose a subject related to a Pedagogical training as a choice for the first two academic years of their career and not for the last two one due to the fact that it covers only four years of study. As we have noticed the importance of methodology in any research paper and from ourexperience we have aimed this.work.to. the need of the addition of the subjects of pedagogy and didactics in their syllabus since the very beginning. Its importance is based on the achievement of a suitable competence for the new generations aimed at satisfying the social demands of a professional model for his or her further job. We have realized that Pedagogy as a subject will contribute to the integrity of graduated students for their professional competence as engineers, and the correct formation of the new students who support the teaching-learning process as future teachers.

This article is a partial result of an investigation on the use of electronic books in the training of computer engineers, for which an integration of various methods was used, including the systemic approach, modeling, historical and logical, the surveys, the interviews and of course the documentary analysis. The main objective of this work is the proposal and justification of a model of a textbook in electronic format for the subject "Computer Architecture", specially made to complete the semi-face preparation that is carried out in the Courses by Encounters modality in Cuba. Among the results presented in this article are the philosophical, psychological and pedagogical foundations of the proposal, its distinctive characteristics, its structure and one analysis of the application duringtwo courses of the race in university annexed home to the TechnologicalUniversity of Havana “José Antonio Echeverría”. CUJAE