Significado de derivada en las tareas de los libros de 1° de Bachillerato

Vargas, María Fernanda; Fernández-Plaza, José Antonio; Ruiz-Hidalgo, Juan Francisco

doi:10.1590/1980-4415v34n68a04

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…In relation to the concepts of Calculus, Vargas et al (2020) analyzed first year high school textbooks from editorials Anaya, Bruño, Edelvives, Santillana and SM, emphasizing the derivative issue, where they found three types of meanings of the derivative: the first it refers to the procedural-algebraic meaning without connections based on rules of derivation of simple functions. The second is an algorithm-based meaning similar to the first, but it is aimed at the derivation of compound functions, and the third meaning is the geometric conceptual one based on connections between algebraic, verbal and symbolic representations.…”

Section: Introductionmentioning

confidence: 99%

Exploring University Mexican Students’ Quality of Intra-Mathematical Connections When Solving Tasks About Derivative Concept

Rodríguez-Nieto

Rodríguez-Vásquez

García

2021

EURASIA J Math Sci Tech Ed

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The quality of the intra-mathematical connections made by Mexican university students when solving tasks on the derivative was characterized. The typology of mathematical connections and the quality levels of mathematical connections were used. Interviews were conducted based on eight tasks applied to three case studies. The results showed that the quality of the intramathematical connections: different representations, procedural, implication, part-whole and meaning of the students, is found mostly at level 2 (consistent and argued mathematical connections) and only one student presented inconsistencies to find the correctness equation of the tangent line to the curve at a point (quality level 0 connection). Likewise, the metaphorical connection was identified when a student mentioned the metaphorical expression "the graph has no holes", which suggests the conceptual metaphor "the graph is a path" referring to the continuity of a function. We believe that quality level 2 mathematical connections ensure understanding, and the quality level 0 mathematical connections are the reasons why students have difficulty understanding the derivative.

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Section: Introductionmentioning

confidence: 99%

Exploring University Mexican Students’ Quality of Intra-Mathematical Connections When Solving Tasks About Derivative Concept

Rodríguez-Nieto

Rodríguez-Vásquez

García

2021

EURASIA J Math Sci Tech Ed

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Sucesiones matemáticas en el currículo de México en secundaria

Nuñez-Gutierrez,

Cabañas-Sánchez

2023

Bolema

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Resumen En este artículo se identificaron y relacionaron los significados de las sucesiones matemáticas en los números naturales a través de su estructura conceptual, representaciones y modos de uso en el currículo mexicano de matemáticas de secundaria y en catorce libros de texto utilizados para la enseñanza y aprendizaje de las sucesiones en este nivel escolar. Para ello, se realizó un análisis didáctico enfocado en la dimensión de contenido matemático (RICO et al., 2008; RICO, 2012; RICO, MORENO, 2016). Los resultados evidencian que en México el tema de sucesiones matemáticas se aborda desde la básica primaria hasta la secundaria y las propuestas de enseñanza abordan el uso de múltiples representaciones y aplicaciones en otras disciplinas. Los significados de las sucesiones matemáticas examinados en el currículo mexicano y en los catorce libros analizados son: conceptual, procedimental, representacional y contextual.

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Literature review on networking of theories developed in mathematics education context

Moll

Rodríguez-Nieto

Rodríguez-Vásquez

2022

EURASIA J Math Sci Tech Ed

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The research aim is made a literature review on research focused on networking of theories developed in mathematics education field with several mathematical concepts. On the other hand, to illustrate what a networking of theories consists of, a synthesis of an articulation between the extended theory of connections (ETC) and the onto-semiotic approach (OSA) was presented using the study of the mathematical connections built by a university student on the derivative concept as an example. A qualitative study was developed in two stages: (1) Three phases were followed: search for information in various search engines and databases (ERIC, Google Scholar, etc.), organization and analysis of the documentation, finding works on articulation of theories focused on various mathematical concepts such as derivative. (2) A synthesis of the theoretical articulation ETC-OSA is presented, emphasizing the analysis of an episode over the derivative. It is concluded that the research reviewed on the articulation of theories about a certain phenomenon or teaching of content represents an important contribution to improving its understanding. In addition, this research provides a theoretical input or detailed panorama of background organized chronologically so that the community interested in this research line can use it for future studies.

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Significado de derivada en las tareas de los libros de 1° de Bachillerato

Cited by 3 publications

References 23 publications

Exploring University Mexican Students’ Quality of Intra-Mathematical Connections When Solving Tasks About Derivative Concept

Exploring University Mexican Students’ Quality of Intra-Mathematical Connections When Solving Tasks About Derivative Concept

Sucesiones matemáticas en el currículo de México en secundaria

Literature review on networking of theories developed in mathematics education context

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