Evaluación de la Faceta Epistémica del Conocimiento Didáctico- Matemático de Futuros Profesores de Matemáticas en el Desarrollo de una Clase Utilizando Funciones

Armas, Tulio Amaya De

doi:10.1590/1980-4415v34n66a06

Cited by 10 publications

(11 citation statements)

References 14 publications

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“…Semiotic representations are constructions through signs with which people externalise their mental representations (Duval, 2017), and registers are the containers that allow those representations to be configured (Amaya, 2020). They have their own rules and sign systems, although some rules and signs are shared with other registers.…”

Section: Semiotic Registers and Representationsmentioning

confidence: 99%

“…Despite the importance of function as a curriculum articulator in mathematics study plans (Steele et al, 2013) and as a modelling tool, students and pre-service teachers present gaps and conceptual limitations in their learning (Amaya, 2020). Various studies (Even, 1998;Amaya et al, 2016;Bueno & Pérez, 2018) have reported difficulties in understanding associated with their teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

“…Various studies (Even, 1998;Amaya et al, 2016;Bueno & Pérez, 2018) have reported difficulties in understanding associated with their teaching and learning. Some of those difficulties are related to the ignorance, production, or articulation of the registers and representations of the notion of function (Panaoura et al, 2016) at all academic levels, besides its conscious use in sociocultural contexts (Amaya, 2020). The procedural is prioritised in its teaching and learning, leaving aside its conceptual development (Dolores et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In the case of function, it could lead to different conceptions of its meaning, allowing it to be associated with the several representations that can be reproduced from it (Adu-Gyamfi & Bossé, 2014;Rojas, 2015), leading students to confuse the object represented with its representative (Duval, 2017). According to Amaya (2020), such confusion is because the function is not studied integrally, only isolated representations disconnected from it are approached.…”

Section: Introductionmentioning

confidence: 99%

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Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function

Armas¹,

Sepúlveda

Carrasco³

2023

Acta Sci.

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Background: Several investigations have shown the difficulties that preservice mathematics teachers present in articulating the elements of a function, in particular, its different representations. Objective: To analyse pre-service mathematics teachers' articulation of semiotic representations and partial meanings of the notion of function. Design: This research uses qualitative design. Setting and participants: The respondents' sample comprised 37 pre-service mathematics teachers from a Chilean university. Data collection and analysis: To collect the information, interviews were applied based on the answers given by the pre-service teachers when solving problem situations that involve functional relationships, of which they had to produce and connect their representations, both with conceptual elements and with the sociocultural context. The information was processed using the content analysis technique. Results: The results show a good state of development of the mathematical dimension of the participants' didactic-mathematical knowledge. Regarding didactic knowledge, while some managed to articulate the partial meanings of function and the representations produced adequately, others show limitations, by not putting at the service of mathematical knowledge the knowledge with which they can potentially carry out teaching situations, establishing few connections between the elements of the representations produced, with corresponding conceptual and sociocultural elements. Conclusions: There is a need for implementing strategies that allow pre-service teachers to articulate partial meanings and representations of a function with conceptual and sociocultural elements that leads them to envision potential teaching activities of this concept.

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Section: Semiotic Registers and Representationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function

Armas¹,

Sepúlveda

Carrasco³

2023

Acta Sci.

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“…Ahora bien, todos los países del mundo se han ajustado a modelos basados en la virtualidad y, por otro lado, el estudio de las matemáticas en particular ha tomado especial atención dadas las características y métodos de enseñanza que se han venido desarrollando durante el tiempo, Revista de Educación Mediática y TIC, 2022, 11(1) Romero-Chacín, J.L., Romero-Colmenares, J., Reyes-Contreras, R., Barboza-Arenas, L. A., & Romero-Parra, R. M. y donde la presencialidad se asume, en muchos casos, como un eje fundamental del proceso. En tal sentido, el cambio en la enseñanza de esta disciplina es eminente (Armas, 2020).…”

Section: Introductionunclassified

Uso del GeoGebra como estrategia de aprendizaje significativo en el estudio de las gráficas y transformaciones de funciones

Chacín

Colmenares²,

Contreras³

et al. 2022

EDMETIC

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La investigación tuvo como objetivo determinar la efectividad del uso del GeoGebra como estrategia de aprendizaje significativo en el estudio de las gráficas y transformaciones de funciones de los alumnos del curso Fundamentos de Cálculo de la Universidad Continental. La investigación fue experimental con un diseño cuasiexperimental. Como muestra se consideraron los estudiantes cursantes de la carrera ingeniería tomando dos secciones, no al azar, de 35 alumnos cada una. Se utilizó la estadística descriptiva y la prueba t-student para muestras independientes. Los resultados confirman las hipótesis de investigación, por consiguiente, se concluye que el uso del GeoGebra como estrategia favorece el aprendizaje significativo en el estudio de las gráficas y transformaciones de funciones, beneficiando, además, el dominio relacionado con las dimensiones asociadas al manejo de las definiciones de funciones, dominio, rango, características de las diferentes funciones. Y se recomienda el uso del software en el desarrollo de las sesiones de clase, sobre todo en estos momentos donde la emergencia sanitaria nos lleva al desarrollo de las clases de manera virtual.

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The Concept of Number Sequence in Graphical Representations for Secondary School Students

Benito¹,

Izquierdo²,

Sánchez-Matamoros³

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The aim of this work is to characterise the understanding that students in compulsory secondary education (14-16 years old) have of number sequences in graphical representations. The learning of numerical sequences is one of the first mathematical concepts to be developed in an infinite context. This study adopts the focus of semiotic representations as its theoretical framework. The participants consisted of 105 students and a qualitative methodology was used. The data collection instruments were a questionnaire and a semi-structured interview. The results allowed for three student profiles regarding number sequences in graphical representations to be identified. These profiles may facilitate a possible progression in the learning of number sequences for students in compulsory secondary education to be considered. Therefore, the results presented in this study can provide information about the learning hypotheses of mathematical tasks related to numerical sequences and can help in the design of such tasks.</p>

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Evaluación de la Faceta Epistémica del Conocimiento Didáctico- Matemático de Futuros Profesores de Matemáticas en el Desarrollo de una Clase Utilizando Funciones

Cited by 10 publications

References 14 publications

Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function

Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function

Uso del GeoGebra como estrategia de aprendizaje significativo en el estudio de las gráficas y transformaciones de funciones

The Concept of Number Sequence in Graphical Representations for Secondary School Students

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