Las representaciones semióticas en la enseñanza de las ecuaciones lineales

Abstract

The investigation of the beliefs that the students have of the different methodologies used by the teachers in the mathematics classes, together with the identification and characterization of them, from the use of the semiotic representations in the teaching of the linear equations, are one of the most relevant research points within any existing educational community. It is for this reason, that the present investigation has for general objective to analyze the teaching processes of the mathematics teachers, in the use of the semiotic representations of the linear equations.

For this, the methodology of the research will be qualitative descriptive, since it will be treated, qualitatively, to find out in a group of teachers in the area of mathematics what beliefs and conceptions they have about the methodology that predominates within their classes, to then categorize them through of a series of surveys. In this sense, its development involved the application of this instrument to mathematics teachers and students, along with interviews and class observations. All this in view of a theoretical framework based on the approaches of different authors such as Duval (2004), D`Amore (2006), among others, where the approach is born from the beliefs held by mathematics teachers about the methodologies used in their classes in the light of semiotic representations in the teaching of linear equations, and thus be able to observe the differences found between teachers of primary and secondary basic education of a public educational institution.