Análisis de la actividad matemática mediante dos herramientas teóricasRegistros de representación semiótica y configuración ontosemiótica

  1. Juan, Diaz, Godino 1
  2. Miguel, R. Wilhelmi 2
  3. Teresa, F. Blanco 3
  4. Ángel, Contreras 4
  5. Belén, Giacomone 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

  3. 3 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  4. 4 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

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Journal:
Avances de investigación en educación matemática: AIEM

ISSN: 2254-4313

Year of publication: 2016

Issue: 10

Pages: 91-110

Type: Article

DOI: 10.35763/AIEM.V0I10.144 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Avances de investigación en educación matemática: AIEM

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Abstract

To understand the difficulties and conflicts of learning is necessary to analyse the mathematical tasks and the various ways of addressing them by students. This analysis provides information about the design of the tasks and the management of knowledge in the classroom, being necessary to apply specific theoretical tools for its realisation. In this paper, we analyse a task that requires the formulation of a conjecture and its proof using figural and algebraic representations, and applying two different theoretical tools: the notions of semiotic representation register and onto-semiotic configuration. The results reveal some complementarities that allowed us to show the potential utility of the epistemic and cognitive analysis carried out. The aim is to show the potential synergy between these tools and the possibility to progress in the articulation of the corresponding theoretical frameworks.

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Funding information

Trabajo realizado en el marco de los proyectos de investigación EDU2012-31869 y EDU2013-41141-P, Ministerio de Economía y Competitividad (MINECO).

Funders

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