Didactic strategy for conceptual learning of inequalities through semiotic representations
Main Article Content
Keywords
Didactic strategy, Conceptual learning, Semiotic representations, Semiotic treatment and semiotic conversion
Abstract
This research proposes a didactic strategy for the conceptual learning of inequalities developed with students between 15 and 16 years of age to dynamize the interpretation, understanding, and solution of situations both in mathematical contexts and in daily contexts, having as methodological reference the conceptual representations, treatments, and semiotic conversions as the three phases of the conceptual development of inequalities. The strategy was developed in classroom sessions in which multiple representations of inequalities were worked on to solve inequalities, determine the domain and codomain of logarithmic functions, rational functions, irrational functions, and semantic conversions of a lipid profile.
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Fabio Durán Salas, University of San Buenaventura, Colombia
Doctoral candidate in educational sciences from the University of San Buenaventura (Colombia). Member of the ESINED research group (USB-Medellín).