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Vergnaud, G. (1996). The Theory of Conceptual Fields. In L. Stette, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of Mathematical Learning (pp. 219-240). Mahwah, NJ: Lawrence Eribaum Associates.

has been cited by the following article:

• TITLE: A Cognitive Analysis When the Students Solve Problems

  AUTHORS: Elena Fabiola Ruiz Ledesma

  KEYWORDS: Mathematics; Conceptual Fields; Contextualize Events; Problem Solving

  JOURNAL NAME: Creative Education, Vol.3 No.4, August 13, 2012

  ABSTRACT: The research reported in this paper shows an analysis of the cognitive process of students from the senior technical program on food technology, whom are asked to solve a contextualized event on systems of linear algebraic equations within the context of balance of matter in situations of chemical mixtures. The cognitive analysis is founded on the theories of Conceptual Fields and vents. For the analysis attention is focused on the representations carried out by students regarding the invariants in the schemes that they build when they face an event of contextualized mathematics. During the acting process of students emerge different types of representation which are appropriate to the context in which the research develops, with which a proposal for the classification of them.