Sucesiones matemáticas en el currículo de México en secundaria

Abstract

Resumen En este artículo se identificaron y relacionaron los significados de las sucesiones matemáticas en los números naturales a través de su estructura conceptual, representaciones y modos de uso en el currículo mexicano de matemáticas de secundaria y en catorce libros de texto utilizados para la enseñanza y aprendizaje de las sucesiones en este nivel escolar. Para ello, se realizó un análisis didáctico enfocado en la dimensión de contenido matemático (RICO et al., 2008; RICO, 2012; RICO, MORENO, 2016). Los resultados evidencian que en México el tema de sucesiones matemáticas se aborda desde la básica primaria hasta la secundaria y las propuestas de enseñanza abordan el uso de múltiples representaciones y aplicaciones en otras disciplinas. Los significados de las sucesiones matemáticas examinados en el currículo mexicano y en los catorce libros analizados son: conceptual, procedimental, representacional y contextual.

Representations of Numerical Sequences in Mexican Secondary School Textbooks

“…Therefore, the data indicates that one of the representations that is most used in the textbooks of the three grades in secondary school is the pictorial one. In relation to research on numerical sequences or patterns in other countries, aspects were identified that coincide with those found in this research (Rivera and Becker 2005;Castro, 2013;Wilkie, 2016;Nuñez-Gutiérrez & Cabañas-Sánchez, 2023).…”

“…In Mexico, the 2011, 2017 and 2022 mathematics study plan and programs (SEP, 2011;SEP, 2017;SEP, 2022) establish that sequences are studied during the three years of secondary school, through numerical and figural patterns in order to promote skills of construction, formulation and obtain the general rule of the sequence (Nuñez-Gutiérrez & Cabañas-Sánchez, 2023).…”

“…The sequence is a list of figures or numbers that follow a rule, whose regular behavior is associated with a pattern (Nuñez-Gutiérrez & Cabañas-Sánchez, 2023). Sequences in natural numbers are conceptualized in two notions: that of an ordered set and that of an infinite process, where each term of the sequence has a following term.…”

“…The data source for the analysis was obtained from the Ministry of Public Education (SEP, by its acronym in Spanish), which produces the official secondary mathematics curricular documents, and nine textbooks approved by the SEP, thus guaranteeing that their contents align with the study plans and programs established for this school level (Nuñez-Gutiérrez & Cabañas-Sánchez, 2023).…”

“…The analysis of school mathematical content allows us to establish and organize the meanings of a mathematics topic through its conceptual structure, representation systems and modes of use (Nuñez-Gutiérrez & Cabañas-Sánchez, 2023). These components show the multiplicity of meanings that can be attributed to school mathematical concepts, which results from the notion of a particular organizer (Rico, 1997) whose development and implications are analyzed through components of didactic analysis that favor its study.…”