Semiosis of conceptual learning of mathematical inequalities through semiotic meaning triads

Abstract

The process of semiosis for the conceptual learning of inequalities allows the student to revitalize the interpretation, understanding, and solution of problems both in mathematical contexts and in everyday contexts. This research designed and applied a didactic strategy based on the semiotic theory of semiotic treatments and conversions to develop the semiosis processes of conceptual learning of inequalities through the methodology of the semiotic meaning triad and its three phases applied in class sessions focused on the solution of inequalities, defining the domain and range of functions and interpreting the lipid profile of a person.