La enseñanza y aprendizaje de la divisibilidad en álgebra superior mediada por un entorno informático

Abstract

The teaching of divisibility in Higher Algebra "mediated by computer technology" is a little-explored field, but interesting for ecological reasons in addition to the high degree of generalisation required in students. The general aim is to describe and analyse how the use of computer resources influences the teaching and learning of divisibility, for a degree in Computer Engineering, identifying didactic phenomena and conflicts of meaning, using the tools proposed for this by the onto-semiotic approach. Two types of hypothesis are established: those aimed at characterising the intended institutional meaning of the greatest common divisor, shown in manuals on Discrete Mathematics, highlighting how the use of computer resources and the treatment of applications influences the teaching; and those directed towards the analysis of the students' learning, their difficulties, and semiotic conflicts.