Configurations of mathematical objects and mathematical processes of integral calculus
Results of a research are presented, in which mathematical classes were analyzed following the onto-semiotic approach. The research approach was qualitative with an ethnographic method of case study. A didactic analysis of a class of integral calculus divided into four mom...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992 |
| _version_ | 1801706443646173184 |
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| author | Suárez, Leidy Johana Suárez, Nury Yolanda |
| author_facet | Suárez, Leidy Johana Suárez, Nury Yolanda |
| author_sort | Suárez, Leidy Johana |
| collection | OJS |
| description | Results of a research are presented, in which mathematical classes were analyzed following the onto-semiotic approach. The research approach was qualitative with an ethnographic method of case study. A didactic analysis of a class of integral calculus divided into four moments was carried out, in which the mathematical objects and processes were identified. It was determined what types of semiotic conflicts are generated. It is highlighted that the processes on the part of the professor are those of institutionalization, representation, materialization, idealization and reification. Sometimes there are processes of signification and generalization. On the part of the students, the most common processes are those of representation, materialization and idealization. Processes of personalization and reification rarely occur, since the way in which the teacher gives the class does not allow identifying when each student participates in the construction of meanings. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10992 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-109922021-07-13T03:58:30Z Configurations of mathematical objects and mathematical processes of integral calculus Configuraciones de objetos y procesos matemáticos de cálculo integral Configurações de objetos e processos matemáticos de cálculo integral Suárez, Leidy Johana Suárez, Nury Yolanda didactic analysis onto-semiotic approach mathematical objects mathematical processes semiotic conflicts análisis didáctico enfoque ontosemiótico objetos matemáticos procesos matemáticos conflictos semióticos análise didática enfoque ontosemiótico objetos matemáticos processos matemáticos conflitos semióticos Results of a research are presented, in which mathematical classes were analyzed following the onto-semiotic approach. The research approach was qualitative with an ethnographic method of case study. A didactic analysis of a class of integral calculus divided into four moments was carried out, in which the mathematical objects and processes were identified. It was determined what types of semiotic conflicts are generated. It is highlighted that the processes on the part of the professor are those of institutionalization, representation, materialization, idealization and reification. Sometimes there are processes of signification and generalization. On the part of the students, the most common processes are those of representation, materialization and idealization. Processes of personalization and reification rarely occur, since the way in which the teacher gives the class does not allow identifying when each student participates in the construction of meanings. Se presentan resultados de una investigación en la que se analizaron clases de matemáticas desde el enfoque ontosemiótico. El enfoque de la investigación fue cualitativo con un método etnográfico de estudio de caso. Se realizó el análisis didáctico de una clase de cálculo integral dividida en cuatro momentos, en donde se identificaron los objetos y procesos matemáticos y se determinó qué tipo de conflictos semióticos se generan. Se destaca que los procesos por parte de la profesora son de institucionalización, representación, materialización, idealización y reificación. En algunas ocasiones se presentan procesos de significación y de generalización. Los procesos más comunes por parte de los estudiantes son los de representación, materialización e idealización. Muy pocas veces se presentan procesos de personalización y reificación, ya que la forma en que la docente da una clase no permite identificar cuándo cada estudiante participa en la construcción de los significados. Apresentam-se resultados de uma pesquisa na que foram analisadas aulas de matemática a partir do enfoque ontosemiótico. O enfoque da pesquisa foi qualitativo, com um método etnográfico de estudo de caso. Realizou-se a análise didática de uma aula de cálculo integral dividida em quatro momentos, onde foram identificados os objetos e processos matemáticos e determinou-se que tipo de conflitos semióticos são gerados. Destacase que os processos por parte da professora são de institucionalização, representação, materialização, idealização e de reificação. Em algumas ocasiões, apresentam-se processos de significação e de generalização. Os processos mais comuns por parte dos alunos são a representação, materialização e idealização. Muitas poucas vezes apresentam-se processos de personalização e reificação, já que a forma na que o professor dá uma aula não permite identificar quando cada aluno participa na construção de significados. Universidad Pedagógica y Tecnológica de Colombia 2020-05-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992 10.19053/22160159.v11.n26.2020.10992 Praxis & Saber; Vol. 11 No. 26 (2020): Educación matemática; e10992 Praxis & Saber; Vol. 11 Núm. 26 (2020): Educación matemática; e10992 Praxis & Saber; Vol. 11 No 26 (2020): Educación matemática; e10992 Praxis & Saber; V. 11 N. 26 (2020): Educación matemática; e10992 Praxis & Saber; v. 11 n. 26 (2020): Educación matemática; e10992 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992/9273 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992/9274 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992/9275 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992/10369 Derechos de autor 2020 Leidy Johana Suárez, Nury Yolanda Suárez |
| spellingShingle | didactic analysis onto-semiotic approach mathematical objects mathematical processes semiotic conflicts análisis didáctico enfoque ontosemiótico objetos matemáticos procesos matemáticos conflictos semióticos análise didática enfoque ontosemiótico objetos matemáticos processos matemáticos conflitos semióticos Suárez, Leidy Johana Suárez, Nury Yolanda Configurations of mathematical objects and mathematical processes of integral calculus |
| title | Configurations of mathematical objects and mathematical processes of integral calculus |
| title_alt | Configuraciones de objetos y procesos matemáticos de cálculo integral Configurações de objetos e processos matemáticos de cálculo integral |
| title_full | Configurations of mathematical objects and mathematical processes of integral calculus |
| title_fullStr | Configurations of mathematical objects and mathematical processes of integral calculus |
| title_full_unstemmed | Configurations of mathematical objects and mathematical processes of integral calculus |
| title_short | Configurations of mathematical objects and mathematical processes of integral calculus |
| title_sort | configurations of mathematical objects and mathematical processes of integral calculus |
| topic | didactic analysis onto-semiotic approach mathematical objects mathematical processes semiotic conflicts análisis didáctico enfoque ontosemiótico objetos matemáticos procesos matemáticos conflictos semióticos análise didática enfoque ontosemiótico objetos matemáticos processos matemáticos conflitos semióticos |
| topic_facet | didactic analysis onto-semiotic approach mathematical objects mathematical processes semiotic conflicts análisis didáctico enfoque ontosemiótico objetos matemáticos procesos matemáticos conflictos semióticos análise didática enfoque ontosemiótico objetos matemáticos processos matemáticos conflitos semióticos |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10992 |
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