Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers

This work studies a didactic phenomenon that can emerge in the construction of two mathematical notions, namely, irrational numbers and the periodic function (Reina and Wilhelmi, 2017; 2019). The semiotic conflicts associated with the visual recognition of numerical and functional periodicity are an...

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Autores principales: Reina, Luis Darío, Wilhelmi, Miguel R.
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2021
Materias:
fenómeno didáctico
número irracional
función periódica
mimetización ostensiva
percepción visual
didactic phenomenon
irrational number
periodic function
ostensive mimicry
visual perception
fenômeno didático
função periódica
mimetismo ostensivo
percepção visual
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3387
Aporte de:
Saberes y prácticas. Revista de Filosofía y Educación de Universidad Nacional de Cuyo
id I11-R110article-3387
record_format ojs
institution Universidad Nacional de Cuyo
institution_str I-11
repository_str R-110
container_title_str Saberes y prácticas. Revista de Filosofía y Educación
language Español
format Artículo revista
topic fenómeno didáctico
número irracional
función periódica
mimetización ostensiva
percepción visual
didactic phenomenon
irrational number
periodic function
ostensive mimicry
visual perception
fenômeno didático
número irracional
função periódica
mimetismo ostensivo
percepção visual
spellingShingle fenómeno didáctico
número irracional
función periódica
mimetización ostensiva
percepción visual
didactic phenomenon
irrational number
periodic function
ostensive mimicry
visual perception
fenômeno didático
número irracional
função periódica
mimetismo ostensivo
percepção visual
Reina, Luis Darío
Wilhelmi, Miguel R.
Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers
topic_facet fenómeno didáctico
número irracional
función periódica
mimetización ostensiva
percepción visual
didactic phenomenon
irrational number
periodic function
ostensive mimicry
visual perception
fenômeno didático
número irracional
função periódica
mimetismo ostensivo
percepção visual
author Reina, Luis Darío
Wilhelmi, Miguel R.
author_facet Reina, Luis Darío
Wilhelmi, Miguel R.
author_sort Reina, Luis Darío
title Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers
title_short Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers
title_full Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers
title_fullStr Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers
title_full_unstemmed Representation, recognition and meaning of the irrational number and the periodic function in the training of Secondary Education Teachers
title_sort representation, recognition and meaning of the irrational number and the periodic function in the training of secondary education teachers
description This work studies a didactic phenomenon that can emerge in the construction of two mathematical notions, namely, irrational numbers and the periodic function (Reina and Wilhelmi, 2017; 2019). The semiotic conflicts associated with the visual recognition of numerical and functional periodicity are analyzed. It is observed that these conflicts can be grouped fundamentally in three dimensions: one, cognitive, relative to the form of acquisition of the notions by the subjects, especially in those aspects related to visual perception; another, epistemic, relative to the meaning attributed to mathematical objects, and, finally, teaching, relative to the rules of the didactic contract. The study provides a theoretical basis and provides empirical data on the difficulties associated with these three dimensions in the construction of the irrational number and the periodic function.
publisher Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
publishDate 2021
url https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3387
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first_indexed 2022-06-20T13:42:07Z
last_indexed 2022-06-20T13:42:07Z
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