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- Title
Sentidos asignados a ecuaciones algebraicas. El caso de profesores de matemáticas.
- Authors
Mejía Osorio, Gladys; Rojas Garzón, Pedro Javier
- Abstract
The results presented in this document are part of an investigation that was developed within the framework of the Doctorate in Education at the Francisco José de Caldas University (Colombia), which was oriented to investigate possible similarities between the difficulties that teachers and students encounter in their work with different representations of same mathematical object. It shows the difficulties encountered by a group of mathematics teachers to articulate meanings assigned to representations. Semiotics obtained through treatment, related to a task on interpretations of equations. It was evidenced that teachers recognize the syntactic equivalence between these expressions, but not their semantic equivalence, since by giving them sense and meaning they associate them with different mathematical objects, based on the fact that the equations have different forms. These difficulties are similar to those identified in students. In the analysis of the data, some methodological guidelines proposed by the Ontosemiotic Approach of Cognition and Mathematics Instruction (EOS) are used.
- Subjects
EQUIVALENCE (Linguistics); MATHEMATICS teachers; DATA analysis; MATHEMATICS; TEACHERS; TEACHER role
- Publication
Paradigma, 2023, Vol 44, Issue 2, p59
- ISSN
1011-2251
- Publication type
Article
- DOI
10.37618/paradigma.1011-2251.2023.p59-83.id1381