Ordenamiento de los registros semióticos en la didáctica del álgebra en la escuela secundaria. Correspondencia con la enseñanza de expresiones algebraicas racionales

Abstract

The present investigation was carried out in the context of a Teacher Training College (State Superior Institution in the Province of Entre Rios, Argentina) to know the use of semiotic registers in real teaching experiences. The study is based on the observation of the representative arrangements that a teacher makes in his proposal didactics. Raymond Duval’s Theory of Records of Semiotic Representation was taken as a conceptual base and the characterization included a qualitative cases study through interviews and direct observations of classes in an urban school at the city of Gualeguay. In this research the way in which the different registers are ordered in the teaching of rational algebraic expressions in the 4th year at Secondary Education was analyzed to identify programming aspects of the practical proposals formulated by teachers that could lead to didactic error. The research question was approached from a social educational and didactic conception. It was considered that it could constitute an important sequential condition whose impact is linked to the processes of approaching Specific Didactics of School Mathematics content since it was assumed that every teaching situation involves necessary formats for communication and formulation of visual, auditory, verbal, written devices with representative attributes.