The understanding of rectilinear motion through semiotic representations
Main Article Content
Keywords
Semiotic representations, rectilinear motion, representation systems, cognitive activities, teaching, learning
Abstract
The document presents a classroom experience, which is the result of a research work focused on externalizing the use of the theory of semiotic representations for the teaching and learning of rectilinear movement, in order to analyze the cognitive activities of treatment and conversion carried out by the students with the aim of achieving a better understanding of the object of study. In that sense, situations were designed and implemented creating conditions for the realization of the processes of formation, treatment and conversion between the different registers of semiotic representation, according to the theory of the representation registries. For the development of the study, the research was carried out with a qualitative approach following the research-action design with the stages of planning, action and evaluation.
As a main result, it is evident in the study and according to the results presented that students start from the previous knowledge to solve each situation posed, as well as they rely mainly on the systems of graphic and verbal representation, performing the respective treatment and conversions between semiotic registers, promoting furthermore the development of mathematical reasoning through problems solving.
References
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Nicolle Johana Gómez Rodríguez, Pedagogical and Technological University of Colombia, Colombia
Bachelor of Mathematics
Didson Harvey Sánchez Monroy, Pedagogical and Technological University of Colombia, Colombia
Licensed in mathematics
Omaida Sepúlveda Delgado, Pedagogical and Technological University of Colombia, Colombia
Doctor of Education, Magister in Mathematical Sciences, Bachelor of Mathematics