Influencia significativa del uso de registros semióticos aplicando una propuesta didáctica
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La enseñanza de la matemática exige la revisión de distintos enfoques para actualizar visiones y maneras de abordarla en la comunidad estudiantil actual. De allí la importancia de la teoría de registros de representación semiótica de Duval, pues expresa que el empleo de sistemas de representaciones y el pensamiento numérico es ineludible por sus alcances a nivel de semiosis y comunicación de dichas representaciones. El objetivo de esta investigación fue demostrar la influencia significativa de una propuesta didáctica basada en la teoría de registros semióticos de Raymond Duval en el desarrollo de la capacidad para resolver problemas de optimización empleando las derivadas en los estudiantes de la asignatura de Cálculo I de la Escuela Profesional de Matemática de la Facultad de Ciencias de la Universidad Nacional de Piura (UNP). Con respecto a la metodología, el enfoque fue cuantitativo, de tipo longitudinal y de nivel explicativo con un diseño experimental pre - experimental. La población de estudio estuvo constituida por veintios estudiantes de la asignatura de Cálculo I durante el semestre 2014 II. Se aplicó pretest y postest que permitió confirmar la hipótesis general que sostiene que la aplicación de la propuesta mejora la capacidad de resolución de problemas de optimización, se Concluye que el uso de varios registros de representación semiótica potenciar las habilidades matemáticas.
The teaching of mathematics requires the review of different approaches to update visions and ways of approaching it in the current student community. Hence the importance of Duval's theory of semiotic representation registers, since it expresses that the use of representation systems and numerical thinking is unavoidable due to its scope at the level of semiosis and communication of said representations. The objective of this research was to demonstrate the significant influence of a didactic proposal based on Raymond Duval's theory of semiotic registers in the development of the ability to solve optimization problems using derivatives in the students of the Calculus I subject of the School Mathematics professional from the Faculty of Sciences of the National University of Piura (UNP). Regarding the methodology, the approach was quantitative, longitudinal and explanatory with a pre-experimental experimental design. The study population consisted of twenty students of the Calculus I course during the 2014 II semester. Pre-test and post-test were applied, which confirmed the general hypothesis that the application of the proposal improves the ability to solve optimization problems. It is concluded that the use of several registers of semiotic representation enhance mathematical skills.
The teaching of mathematics requires the review of different approaches to update visions and ways of approaching it in the current student community. Hence the importance of Duval's theory of semiotic representation registers, since it expresses that the use of representation systems and numerical thinking is unavoidable due to its scope at the level of semiosis and communication of said representations. The objective of this research was to demonstrate the significant influence of a didactic proposal based on Raymond Duval's theory of semiotic registers in the development of the ability to solve optimization problems using derivatives in the students of the Calculus I subject of the School Mathematics professional from the Faculty of Sciences of the National University of Piura (UNP). Regarding the methodology, the approach was quantitative, longitudinal and explanatory with a pre-experimental experimental design. The study population consisted of twenty students of the Calculus I course during the 2014 II semester. Pre-test and post-test were applied, which confirmed the general hypothesis that the application of the proposal improves the ability to solve optimization problems. It is concluded that the use of several registers of semiotic representation enhance mathematical skills.
Description
Vol. 6, No. 23