ResumenEn este artículo presentamos el análisis de una experiencia con profesores del nivel medio superior en México, quienes trabajaron una situación-problema relacionada con el cálculo de distancias inaccesibles, en el contexto de un programa de actualización docente. Después de identificar en los profesores un significado lineal en la relación entre el ángulo y la distancia, nos planteamos como objetivo entender por qué se presenta este hecho. Bajo el encuadre de un marco conceptual que articula elementos cognitivos, didácticos y de construcción social de conocimiento trigonométrico, se analizaron los reportes entregados por cada profesor, posterior a la resolución de la situación-problema, así como algunos libros de texto. Identificamos que este significado lineal emerge de las actividades normadas por el discurso trigonométrico escolar, y que está inmerso en un fenómeno al que hemos llamado aritmetización de la Trigonometría. Palabras-clave:Razón Trigonométrica. Discurso Matemático Escolar. Significado Trigonométrico. AbstractIn this paper, we present the analysis of an experience with high school teachers in Mexico, who worked in a problem-situation related to inaccessible distance calculation in the context of a teacher's training program. After we identified a linear meaning in the relationship between the angle and distance, we set as our goal to understand why this fact is presented. Under the framework of a conceptual framework that articulates cognitive, educational, and social construction of knowledge trigonometric elements, we analyzed the reports submitted by each teacher after the resolution of the problem-situation and some textbooks. We identified that this linear meaning emerges from the activities regulated by the school trigonometric discourse, and is immersed in a phenomenon we call arithmetization of trigonometry.
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