Partial Meanings that a Teacher Mobilizes for Learning Limits at the School Level

Abstract

Objective: The objective of this study is to analyze the partial meanings of the function limit object in a variable that a teacher mobilizes when teaching the Calculus unit at the school level. Theoretical Framework: For the analysis of the partial meanings of the mathematical object, the epistemic configurations proposed by the OntoSemiotic Approach to Mathematical Cognition and Instruction (OSA) were used. Method: The study is qualitative in nature and its methodological design is an instrumental-descriptive case study.. To carry out the analysis of the meanings mobilized by the teacher, a semi-structured interview, teaching material, field notes from class observation and the notes of two students of the course were used. Results and Discussion: The results obtained revealed that the teacher preferentially mobilizes the last two epistemic configurations of the mathematical object and to a limited extent some primary objects of other configurations. Research Implications: The research provides a reflection for the pedagogical practices of teachers regarding the epistemic richness of the mathematical object, mainly to Chilean teachers, who must teach said object promoting all its partial meanings according to the requirements of the Chilean school curriculum. Originality/Value: The research lies in the importance of the pedagogical practices that teachers should consider when teaching said object, in particular, the mathematical richness of the partial meanings of the object.