Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos

Campo-Meneses, Karen Gisel; García‐García, Javier

doi:10.24844/em3203.08

Cited by 13 publications

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“…In general, it has been reported that students present difficulties when solving tasks related to these functions Campo-Meneses & García-García, 2020;Trejo & Ferrari, 2018).…”

Section: About Exponential and Logarithmic Functionsmentioning

confidence: 99%

“…On the other hand, it is important when working with these functions, to address the representation registers and the type of relationships that can be made between them, since this is evidence, to a certain extent, of a subject's understanding of exponential and logarithmic functions. However, it is not only between registers, but also between the different objects that emerge in mathematical activity, since the make of mathematical connections contributes to the development of understanding of the subject (Campo-Meneses & García-García, 2020.…”

Section: About Exponential and Logarithmic Functionsmentioning

confidence: 99%

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Mathematical Connections Related to Exponential and Logarithmic Functions: A Literature Review

Campo-Meneses,

García-García

2023

RaJuPMat

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This paper reports a review of the Mathematics Education literature related to exponential and logarithmic functions and mathematical connections. Mainly, it seeks to answer the question: What is the current state of research related to exponential and logarithmic functions and mathematical connections in the field of Mathematics Education? To answer it, the systematic review was used as a method, through which a search for research focused on the preselected theme was carried out and analyzed taking into account, mainly, the objective, theoretical approach, contribution, and the reported results. This allowed, among other things, to identify what had been done to date and what would be viable studies to carry out. The results indicate that there is still much to explore in the line of mathematical connections, in addition to the need to carry out designs close to the teacher's practice, which promotes the understanding of exponential and logarithmic functions in students, based on the making of mathematical connections.

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“…In general, it has been reported that students present difficulties when solving tasks related to these functions Campo-Meneses & García-García, 2020;Trejo & Ferrari, 2018).…”

Section: About Exponential and Logarithmic Functionsmentioning

confidence: 99%

Section: About Exponential and Logarithmic Functionsmentioning

confidence: 99%

Mathematical Connections Related to Exponential and Logarithmic Functions: A Literature Review

Campo-Meneses,

García-García

2023

RaJuPMat

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“…En Educación Matemática se encuentran diversas investigaciones que estudian FE desde distintas teorías o perspectivas de aprendizaje, entre ellas, el enfoque ontosemiótico (EOS) considerado por Castro et al (2017) y Ruiz (2022; la teoría antropológica de lo didáctico (TAD) considerada en el estudio de Reyes, De Oliveira, García, Velloso y Kuo (2017); aprendizaje colaborativo asistido por computadora (CSCL) analizado por Birgin y Acar (2020) y la tipología utilizada en la resolución de tareas para identificar las conexiones matemáticas en Campo-Meneses y García-García (2020).…”

Section: Introductionunclassified

Construction and mental mechanisms for learning about the exponential function in a school setting

Cordova Cornejo,

Aravena Díaz,

Parraguez González

2024

Uniciencia

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[Objective] The objective of this study was to examine, in the light of the APOS theory (action, process, object, and schema), the results produced by secondary school students when addressing 11 items related to the exponential function. [Methodology] The approach was qualitative, using content analysis. The sample consisted of 15 students between 15 and 18 years old, chosen in a non-probabilistic way to obtain the greatest amount of information. Based upon the theory, an instrument was designed which consisted of a hypothetical genetic decomposition of the concept of exponential function as a cognitive object, according to structures (action, process, object and schema) and mental mechanisms (interiorization, coordination, encapsulation, decapsulation, and investment), to interpret the mental construct that students create about the function being studied, based on its historical epistemological development, its presentation in school textbooks and the experience of the researcher. [Results] At the level of results, it was found that 13 students showed an action conception of the function being studied and 2 students built the concept at the process level. [Conclusion] Students most often built the concept of an exponential function at the action level, that is, everything related to repetitive and mechanical processes with powers, image calculation, graphic representation, solution of exponential equations; some students even responded to the items without explicitly performing all the steps required for their resolution. These results demonstrated the absence of a mental process related to the exponential function and its consequent encapsulation into an exponential function object.

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“…Logarithm has some properties, one of that is the basic numerus and basis properties a log b = 𝑥, 𝑎 > 0, 𝑎 ≠ 1 and 𝑏 > 0. Based on research, students still difficult to solving logarithm problem (Campo-Meneses & García-García, 2020;Dintarini, 2018;Ganesan & Dindyal, 2014b;Glassmeyer, Smith, & Gardner, 2020). The difficulties in learning logarithms in high school students are more focused on the procedural approaches and depended too much on rules rather than the concept of logarithm itself, also student facing difficulty in applying logarithm properties and applying the prerequisite material (Dintarini, 2018;Lima et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Difficulties of Pre-Service Mathematics Teacher Students in Determining the BASE and Numerus of Logarithmic Materials

Kurniawan,

Suhendra

2022

Universitas Jambi

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Logarithm has an important role in learning mathematics since various fields such as science, computer, finance, industry, and others are applied this material as one of the study subjects. In calculus, logarithm has an important role, especially natural logarithm. This study aims to determine pre-service mathematics teachers' difficulties in solving logarithm bases and numerus material. The subjects are students in the first semester in one university at Banda Aceh city who take elementary algebra course. The research was conducted with a descriptive approach to explain the difficulties that students faced, and it applied several steps such as providing logarithm test to students, determining the difficulties, and verifying it by interviewing students who had difficulties based on their answers. This study revealed that there were various difficulties that students faced such as; (1) lack of understanding of bases and numerus definitions of logarithms, (2) not being able to distinguish between expressions and logarithmic equations, (3) remembering too many formulas so that they do not understand the context of the problem, (4) couldn’t determine the position of irrational numbers on the number line.

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Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos

Cited by 13 publications

References 0 publications

Mathematical Connections Related to Exponential and Logarithmic Functions: A Literature Review

Mathematical Connections Related to Exponential and Logarithmic Functions: A Literature Review

Construction and mental mechanisms for learning about the exponential function in a school setting

Difficulties of Pre-Service Mathematics Teacher Students in Determining the BASE and Numerus of Logarithmic Materials

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