Representación, reconocimiento y significado del número irracional y la función periódica en la formación del Profesorado de Educación Secundaria
This work studies a didactic phenomenon that can emerge in the construction of two mathematical notions, namely, irrational numbers and the periodic function (Reina and Wilhelmi, 2017; 2019). The semiotic conflicts associated with the visual recognition of numerical and functional periodicity are an...
Guardado en:
| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3387 |
| Sumario: | This work studies a didactic phenomenon that can emerge in the construction of two mathematical notions, namely, irrational numbers and the periodic function (Reina and Wilhelmi, 2017; 2019). The semiotic conflicts associated with the visual recognition of numerical and functional periodicity are analyzed. It is observed that these conflicts can be grouped fundamentally in three dimensions: one, cognitive, relative to the form of acquisition of the notions by the subjects, especially in those aspects related to visual perception; another, epistemic, relative to the meaning attributed to mathematical objects, and, finally, teaching, relative to the rules of the didactic contract. The study provides a theoretical basis and provides empirical data on the difficulties associated with these three dimensions in the construction of the irrational number and the periodic function. |
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