Due to the abstract nature of mathematical objects, for their understanding and communication, different systems of symbolic writing are used as approximations to these. however, in school mathematics this can be a cause of obstacles in the teaching and learning processes since both students and teachers must acquire certain skills to coordinate and change various semiotic registers from a dimension of visual perception.
Reflect from a semiotic perspective on emerging representations in educational mathematics.
The contribution of this research will be made from two perspectives: the first, a theoretical-methodological component in the field of educational mathematics, by characterizing emerging semiotic representation systems. the second from a didactic perspective, because we proposed that we could achieve to give representations to some mathematical objects in the school context, in addition to the usual ones.
|Effective start/end date||16/01/18 → 30/01/19|