Dualidad proceso objeto en la formación de conceptos matemáticos: Una revisión sistemática

Olga Lidia Pérez González; Aura Estela Pujols Báez; Ana Mercedes Báez; Rosario del Pilar Gibert Delgado

doi:10.36097/rsan.v1i62.3561

Authors

Olga Lidia Pérez González Universidad de Camagüey Ignacio Agramonte Loynaz https://orcid.org/0000-0003-4475-814X
Aura Estela Pujols Báez Universidad Tecnológica del Sur https://orcid.org/0009-0002-7670-7849
Ana Mercedes Báez Universidad Autónoma de Santo Domingo https://orcid.org/0000-0003-2319-6643
Rosario del Pilar Gibert Delgado Instituto Politécnico Nacional https://orcid.org/0000-0001-8227-8505

DOI:

https://doi.org/10.36097/rsan.v1i62.3561

Keywords:

Mathematics education, mathematical models, logical thinking

Abstract

The formation of mathematical concepts requires the teacher’s specialized knowledge to interpret and establish connections between the concepts under study. The objective of this research is to analyze the process-object duality in the formation of mathematical concepts, based on the theoretical frameworks that support it and its didactic application in educational practice. A systematic review was conducted following the PRISMA protocol, covering studies published between 2019 and 2025.The analyzed studies agree that understanding mathematical concepts involves integrating both operational and structural dimensions, approaching them as processes applied to known objects as well as mathematical objects in their own right. A theoretical model for the cumulative formation of concepts was identified, and two key didactic actions are proposed: the explicit activation of procedural resources and the use of argumentation to clarify the distinction between process and object. Reflection on this duality is presented as both a theoretical and methodological perspective essential to fostering a deep, flexible, and meaningful understanding of mathematical knowledge.

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