Influence of the didactic contract in learning the concept of function
This article is the product of an on-going research project about the influences of the didactic contract in the learning of mathematics, and especially regarding the concept of function. This project emerged from preoccupation with the typical collective failure or low academic performance of stude...
| Main Authors: | , , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2011
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1113 |
| _version_ | 1802223952000450560 |
|---|---|
| author | Riscanevo Espitia, Lida Esperanza Cristancho Cruz, Kelly Johanna Fonseca Ochoa, Claudia Patricia |
| author_facet | Riscanevo Espitia, Lida Esperanza Cristancho Cruz, Kelly Johanna Fonseca Ochoa, Claudia Patricia |
| author_sort | Riscanevo Espitia, Lida Esperanza |
| collection | OJS |
| description | This article is the product of an on-going research project about the influences of the didactic contract in the learning of mathematics, and especially regarding the concept of function. This project emerged from preoccupation with the typical collective failure or low academic performance of students in mathematics class, and from the importance of the concept of function in the compulsory teaching of high school and undergraduate university level. We identified didactic and epistemological learning obstacles with the objective of achieving a clearer evaluation of possible hereditary and non-hereditary intellectual difficulties, based on the study of their genesis and historical evolution, as well as of the conceptions held by teachers who induced the presentation of this concept., this based on the adaptations made by the introduction of didactic objects, which permitted the transposition of this mathematical object of knowledge into a school object of knowledge. Some obstacles were found to be present in the implicit clauses of the didactic contract in the learning of the concept, which manifest themselves in students at the moment of demonstrating what they know about the topic. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1113 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2011 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-11132019-02-26T15:01:45Z Influence of the didactic contract in learning the concept of function Influencias del contrato didáctico en el aprendizaje del concepto de función Des influences du contrat didactique dans l’apprentissage du concept de fonction Influências do contrato didático na aprendizagem do concepto de função Riscanevo Espitia, Lida Esperanza Cristancho Cruz, Kelly Johanna Fonseca Ochoa, Claudia Patricia mathematics treaching learning didactic contract didactic transposition mathematical function. Matemáticas enseñanza aprendizaje contrato didáctico transposición didáctica función matemática. Mathématiques enseignement apprentissage contrat didactique transposition didactique fonction mathématique Matemática ensino aprendizagem contrato didático obstáculo transposição didática função. This article is the product of an on-going research project about the influences of the didactic contract in the learning of mathematics, and especially regarding the concept of function. This project emerged from preoccupation with the typical collective failure or low academic performance of students in mathematics class, and from the importance of the concept of function in the compulsory teaching of high school and undergraduate university level. We identified didactic and epistemological learning obstacles with the objective of achieving a clearer evaluation of possible hereditary and non-hereditary intellectual difficulties, based on the study of their genesis and historical evolution, as well as of the conceptions held by teachers who induced the presentation of this concept., this based on the adaptations made by the introduction of didactic objects, which permitted the transposition of this mathematical object of knowledge into a school object of knowledge. Some obstacles were found to be present in the implicit clauses of the didactic contract in the learning of the concept, which manifest themselves in students at the moment of demonstrating what they know about the topic. El artículo es producto de un proyecto de investigación en curso sobre las influencias del contrato didáctico en el aprendizaje de las matemáticas, y específicamente del concepto de función. El proyecto partió de la preocupación por el típico fracaso colectivo o el bajo rendimiento de los estudiantes en la clase de matemáticas, y por la importancia del concepto de función en la enseñanza obligatoria de la educación media y superior. Se identifican obstáculos didácticos y epistemológicos relevantes para el aprendizaje, con el objetivo de evaluar mejor las posibles dificultades intelectuales, heredadas y no heredadas, desde el estudio de su génesis y evolución histórica, y las concepciones que portan los maestros e inducen la presentación del concepto a raíz de adaptaciones hechas por la introducción de objetos didácticos, que permiten trasponer este saber matemático en un saber escolar. Algunos obstáculos se encuentran presentes en las cláusulas implícitas del contrato didáctico en el aprendizaje del concepto, manifestándose en los estudiantes a la hora de mostrar lo que conocen del tema. L’article est le produit d’un projet de recherche en développement, sur les influences du contrat didactique dans l’apprentissage des mathématiques, et spécifiquement du concept de fonction. Le projet a eu comme point de départ le souci pour le typique échec collectif ou le bas rendement des étudiants dans le cours de mathématiques, et pour l’importance du concept de fonction dans l’enseignement obligatoire de l’éducation secondaire et supérieure. On identifie des obstacles didactiques et épistémologiques pertinents pour l’apprentissage, avec l’objectif de mieux évaluer les possibles difficultés intellectuelles, héritées et non héritées, depuis l’étude de leur genèse et leur évolution historique, et les conceptions qui portent les professeurs et induisent la présentation du concept `a partir des adaptations faites par l’introduction des objets didactiques, qui permettent la transposition de ce savoir mathématique dans un savoir scolaire. Quelques obstacles se trouvent dans les clauses implicites du contrat didactique dans l’apprentissage du concept, en se manifestant chez les étudiants au moment de montrer ce qu’ils savent du sujet. O artigo, resultado de um projeto de pesquisa em andamento apresenta uma aproximação à caracterização das influencias do contrato didático na aprendizagem da matemática e especificamente no concepto de função, baseadas na preocupação do típico fracasso escolar na matemática e na importância do concepto de função no ensino médio e superior. Identificam-se obstáculos didáticos e epistemológicos marcantes que dificultam a aprendizagem, com o intuito de avaliar melhor as possíveis dificuldades intelectuais, herdadas e não herdadas desde o estudo da sua gênese e evolução histórica, e das concepções que têm os professores, e a sua incidência nas salas de aula na apresentação dos conceptos na transposição didática do saber matemático acadêmico que o converte em saber escolar. Alguns obstáculos encontram-se nas clausulas implícitas do contrato didático e que são observadas nos alunos quando eles referem-se ao tema. Universidad Pedagógica y Tecnológica de Colombia 2011-01-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1113 Praxis & Saber; Vol. 2 No. 3 (2011): Educación Matemática; 119-138 Praxis & Saber; Vol. 2 Núm. 3 (2011): Educación Matemática; 119-138 Praxis & Saber; Vol. 2 No 3 (2011): Educación Matemática; 119-138 Praxis & Saber; V. 2 N. 3 (2011): Educación Matemática; 119-138 Praxis & Saber; v. 2 n. 3 (2011): Educación Matemática; 119-138 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1113/1112 |
| spellingShingle | mathematics treaching learning didactic contract didactic transposition mathematical function. Matemáticas enseñanza aprendizaje contrato didáctico transposición didáctica función matemática. Mathématiques enseignement apprentissage contrat didactique transposition didactique fonction mathématique Matemática ensino aprendizagem contrato didático obstáculo transposição didática função. Riscanevo Espitia, Lida Esperanza Cristancho Cruz, Kelly Johanna Fonseca Ochoa, Claudia Patricia Influence of the didactic contract in learning the concept of function |
| title | Influence of the didactic contract in learning the concept of function |
| title_alt | Influencias del contrato didáctico en el aprendizaje del concepto de función Des influences du contrat didactique dans l’apprentissage du concept de fonction Influências do contrato didático na aprendizagem do concepto de função |
| title_full | Influence of the didactic contract in learning the concept of function |
| title_fullStr | Influence of the didactic contract in learning the concept of function |
| title_full_unstemmed | Influence of the didactic contract in learning the concept of function |
| title_short | Influence of the didactic contract in learning the concept of function |
| title_sort | influence of the didactic contract in learning the concept of function |
| topic | mathematics treaching learning didactic contract didactic transposition mathematical function. Matemáticas enseñanza aprendizaje contrato didáctico transposición didáctica función matemática. Mathématiques enseignement apprentissage contrat didactique transposition didactique fonction mathématique Matemática ensino aprendizagem contrato didático obstáculo transposição didática função. |
| topic_facet | mathematics treaching learning didactic contract didactic transposition mathematical function. Matemáticas enseñanza aprendizaje contrato didáctico transposición didáctica función matemática. Mathématiques enseignement apprentissage contrat didactique transposition didactique fonction mathématique Matemática ensino aprendizagem contrato didático obstáculo transposição didática função. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1113 |
| work_keys_str_mv | AT riscanevoespitialidaesperanza influenceofthedidacticcontractinlearningtheconceptoffunction AT cristanchocruzkellyjohanna influenceofthedidacticcontractinlearningtheconceptoffunction AT fonsecaochoaclaudiapatricia influenceofthedidacticcontractinlearningtheconceptoffunction AT riscanevoespitialidaesperanza influenciasdelcontratodidacticoenelaprendizajedelconceptodefuncion AT cristanchocruzkellyjohanna influenciasdelcontratodidacticoenelaprendizajedelconceptodefuncion AT fonsecaochoaclaudiapatricia influenciasdelcontratodidacticoenelaprendizajedelconceptodefuncion AT riscanevoespitialidaesperanza desinfluencesducontratdidactiquedanslapprentissageduconceptdefonction AT cristanchocruzkellyjohanna desinfluencesducontratdidactiquedanslapprentissageduconceptdefonction AT fonsecaochoaclaudiapatricia desinfluencesducontratdidactiquedanslapprentissageduconceptdefonction AT riscanevoespitialidaesperanza influenciasdocontratodidaticonaaprendizagemdoconceptodefuncao AT cristanchocruzkellyjohanna influenciasdocontratodidaticonaaprendizagemdoconceptodefuncao AT fonsecaochoaclaudiapatricia influenciasdocontratodidaticonaaprendizagemdoconceptodefuncao |
