Análisis exploratorio de los elementos semiótico-cognitivos vinculados a la enseñanza de los números irracionales

The purpose of this study was to identify, analyze and describe the articulation processes of different semiotic representation registers in a teaching proposal around the rational approximation a algebraic irrational numbers. The methodological design took as reference elements of didactic engineering in the conception and analysis of the teaching proposal. Through the constant comparison offered by Grounded Theory, in particular, open, axial and selective coding processes are used. The didactic variables that defined the design arise from the meticulous review of research in the field of Mathematics Education around irrationals, as well as from the analysis of the elements of the semiotic-cognitive perspective. It was found that the coordination in a teaching proposal of the numeric and symbolic registers with the one-dimensional and cartesian registers allows students to construct reasoning against the difference between the exact value and the rounded value of a number, the latter being a necessary condition to discriminate the difference between rational and irrational numbers.

• Autores: Lourido Guerrero, Diana Marcela
• Tipo de recurso: Informe
• Fecha de publicación: 2021
• Institución: Universidad Nacional de Colombia
• Repositorio: Universidad Nacional de Colombia
• Idioma: spa
• OAI Identifier: oai:repositorio.unal.edu.co:unal/78934
• Acceso en línea: https://repositorio.unal.edu.co/handle/unal/78934
• Palabra clave: 370 - Educación; Pensamiento numérico; Números irracionales; Sistema de numeración decimal; Registros de representación semiótica; Number thinking; Irrational numbers; Decimal number system; Semiotic representation registers
• Rights: openAccess
• License: Atribución-SinDerivadas 4.0 Internacional