Estrategia de enseñanza basada en semiótica para el aprendizaje de funciones en el subnivel Superior de la Educación General Básica del Ecuador

Abstract

In learning math functions, the student population needs to build, understand and use the concept. Achieving this is difficult, because a mathematical concept has different forms of representation, its meaning is partial and it takes time to practice-use in academic and social life. For this reason, the present investigation proposes a teaching strategy based on mathematical semiotics for the Higher level of Basic General Education of Ecuador in the topic of functions. The strategy contains six phases: observation, analysis, transformation, interpretation, deduction and explanation that allow the concept of function to be approached in connection with its different systems of representation, so that the student population values mathematical semiotics in the learning process. Furthermore, the transformation of a function into its different forms: algebraic, tabular, graphic and verbal, contributes to communication activity and learning of Mathematics. The proposal was built based on the results obtained in the observations and in the surveys carried out to the mathematics teachers on the topic of functions. It includes the results obtained from the analysis of the texts of the Ministry of Education, national curriculum, PCI, PCA and PUD. In addition, the proposal considered the semiotic registers of Duval (1999), the hierarchy of understanding of Van Hiele (1999) and the problem solving model of Poyla (1945). The proposal is an improvement for the teaching-learning process of functions in the Superior sublevel of Basic General Education of Ecuador.