Diseño y estudio de situaciones didácticas que favorecen el trabajo con registros semióticos
What’s behind the mistakes and difficulties that appear on the students to understand and study mathematics?are only related to the cognitive complexity of the content or such difficulties are also related to the possible ways to access the different mathematical objects? The mathematical activity g...
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| Tipo de recurso: | tesis doctoral |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | español |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/21470 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/21470 |
| Access Level: | acceso abierto |
| Palabra clave: | 37.02(043.2) 51:37.02(043.2) Didáctica Matematicas Representaciones semióticas Conceptos matemáticos Teaching Mathematics Semiotic representation Mathematical concepts Enseñanza de las Matemáticas Semiótica 5705.09 Semiología |
| Sumario: | What’s behind the mistakes and difficulties that appear on the students to understand and study mathematics?are only related to the cognitive complexity of the content or such difficulties are also related to the possible ways to access the different mathematical objects? The mathematical activity generated in many students learning difficulties that are not manifested in cognitive processes related to other areas of knowledge. If something characterizes the processes of teaching and learning of mathematics is that, unlike what happens with the objects of study in the experimental sciences, the only way to access to them is through its different semiotic representations. The coordination among the different systems of representation that refer to the same mathematical concept, needs to move from one register to another (D’Amore, 1998, 2001, 2003, 2004, 2006; Duval, 1993, 1994, 1995, 1996, 2000, 2003, 2004, 2005, 2007, 2008, 2011, 2012; Godino, 2002, 2003, 2012, 2014; Kaput, 1989a, 1989b,1992, 1998; Radford, 1998, 2004a, 2004b, 2004c, 2006a, 2008,2009, 2011, 2013, 2014a). Therefore, the treatments that can be realized within a given register and the conversion of one register into another, play an essential role in the grasp of the object and mathematical concepts. Through this work with representations, students give meanings to the objects of study and are able to understand the underlying mathematical structures, which is the main educational interest of this issue... |
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