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A comparation of the knowledge in the definition and the multiple representations of functions before and after a training experience ; Una comparación de conocimientos sobre la definición y múltiples representaciones de funciones antes y después de una experiencia de aprendizaje ; Uma comparação de conhecimentos sobre a definição e as múltiplas representações de funções antes e depois de uma experiência de formação

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اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • بيانات النشر:
      Universidad Distrital Francisco José de Caldas
    • الموضوع:
      2022
    • Collection:
      Universidad Distrital de la ciudad de Bogotá: Open Journal Systems
    • نبذة مختصرة :
      In this article, we present the results of a comparison of knowledge about the definition and multiple representations of functions that undergraduates in mathematics had at the beginning and after a year of learning in higher education. Participants answered two questionnaires, one at the beginning of the first academic year and another at the beginning of the second year. The answers were classified according to an error analysis and studied in the light of the interaction of formal, intuitive and algorithmic aspects. The comparative analysis between the students' results in the first and second moments revealed that there was an improvement in the participants' performance, which indicates that the training process contributed to the students' ability to interrelate the formal, intuitive and algorithmic aspects during the resolution of the proposed problems. ; En este artículo presentamos los resultados de una comparación de conocimientos sobre la definición y múltiples representaciones de funciones, presentes en estudiantes de licenciatura en matemáticas, al inicio y despues de un año de aprendizaje en la educación superior. Los participantes respondieron dos cuestionarios, uno al comienzo del primer año académico y otro al comienzo del segundo año. Las respuestas se clasificaron según un análisis de errores y se analizaron a la luz de la interacción de aspectos formales, intuitivos y algorítmicos. El análisis comparativo entre los resultados de los estudiantes en el primer y segundo momento reveló que hubo una mejora en el desempeño de los participantes, lo que indica que el proceso de formación contribuyó a la capacidad de los estudiantes para interrelacionar los aspectos formales, intuitivos y algorítmicos durante la resolución de los problemas propuestos. ; Apresentamos, neste artigo, os resultados de uma comparação dos conhecimentos acerca da definição e das múltiplas representações de funções que licenciandos em matemática tinham no início e após um ano de formação superior. Os participantes ...
    • File Description:
      application/pdf
    • Relation:
      https://revistas.udistrital.edu.co/index.php/GDLA/article/view/17633/18560; BRASIL. Ministério da Educação. Base nacional comum curricular. Brasília. 2017.; CURY, H. N. Análise de erros: o que podemos aprender com as respostas dos alunos. Autêntica. São Paulo: Brasil, 2013.; FAOUR, H. Existence of the Essential Features of the Function Concept in Public Secondary Students' Definitions. International Journal of Innovative Science and Research Technology, Jaipur, v.5 n.7, pp. 907-913. 2020. https://doi.org/10.38124/IJISRT20JUL637 https://doi.org/10.38124/IJISRT20JUL637; FISCHBEIN, E., TIROSH, D., MELAMED, U. Is it possible to measure the intuitive acceptance of a mathematical statement?. Educational Studies in Mathematics, v.12. pp. 491-512. 1981. https://doi.org/10.1007/BF00308145 https://doi.org/10.1007/BF00308145; FISCHBEIN, H. Intuition in science and mathematics: An educational approach. Springer Science & Business media. 1987.; FISCHBEIN, E. The interaction between the formal, the algorithmic, and the intuitive components in a mathematical activity. Didactics of mathematics as a scientific discipline,v.13. pp. 231-245. 1994. https://doi.org/10.1007/0-306-47204-X https://doi.org/10.1007/0-306-47204-X; MENEGHETTI, C. M. S., DO AMARAL RODRIGUEZ, B. D., POFFAL, C. A. Gráfico de função polinomial: uma discussão sobre dificuldades de aprendizagem no Ensino Superior. Ciência e Natura, v.39 n.1. pp. 156-168. 2017. https://doi.org/10.5902/2179460X23191 https://doi.org/10.5902/2179460X23191; DE OLIVEIRA, N. A. N. C. I. Conceito de função: uma abordagem do processo ensino-aprendizagem. 28. Mestrado em Ensino de Matemática - PUC-SP, São Paulo, 1997.; PANAOURA, A., MICHAEL-CHRYSANTHOU P., GAGATSIS, A., ELIA, I., PHILIPPOU, A. A structural model related to the understanding of the concept of function: definition and problem solving. International Journal of Science and Mathematics Education, v.15 n.4. pp. 723-740. 2017. https://doi.org/10.1007/s10763-016-9714-1 https://doi.org/10.1007/s10763-016-9714-1; VINNER, S., DREYFUS, T. Images and definitions for the concept of function. Journal for research in mathematics education, v.20 n.4. pp. 356-366. 1989. https://doi.org/10.5951/jresematheduc.20.4.0356 https://doi.org/10.5951/jresematheduc.20.4.0356; https://revistas.udistrital.edu.co/index.php/GDLA/article/view/17633
    • الدخول الالكتروني :
      https://revistas.udistrital.edu.co/index.php/GDLA/article/view/17633
    • Rights:
      Derechos de autor 2022 Autor y Góndola. Enseñanza y Aprendizaje de las Ciencias ; https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
    • الرقم المعرف:
      edsbas.E85B9B74