Affine Function: An Analysis from the Perspective of the Epistemic and Cognitive Suitability of the Onto-semiotic Approach

Abstract

This article presents the analysis of a series of activities involving Affine Function, taking as reference the components and indicators of Epistemic and Cognitive Suitability, dimensions of Didactic Suitability, the Onto-semiotic Approach to Mathematical Knowledge and Instruction. This analysis is part of a research that aims to investigate the development of an educational project for High School, focused on the study of functions and which takes as theoretical and methodological support the Onto-semiotic Approach assumptions. From the analysis carried out in a series of activities related to Affine Function, it was possible to realize the presence, in a more representative way, of components and indicators of cognitive and epistemic suitability related to Problem Situations, Rules (concepts and procedures), Languages, Logical Reasoning, Reading and Interpretation. Regarding the Arguments, Relations and Analysis/Synthesis components, the analysis indicated the need to develop a wider range of activities that would allow students to expand and deepen their ability to produce justified argumentation and establish relations, which could contribute to the development of analyses and syntheses.