The Need for Editorial Reorganization of Problem Statements on the Logarithmic Function Proposed in School Textbooks to Improve Their Comprehension

Abstract

We present elements of reflection that allow us to approach the role of the editorial organization in understanding certain problem statements modeled by a logarithmic function proposed in school texts. The main objective is to analyze the role that editorial reorganization plays in problem statements related to the logarithmic function, semiotic elements that promote the articulation of the semiotic representation registers that students can use to provide solutions to the proposed questions, since the understanding of problem statements lies in the coordination of at least two representation registers, but part of this is within the Natural Language register. The methodological design was a descriptive qualitative case study in which the editorial reorganization of four problem statements about the logarithmic function, selected from three school texts, was carried out. These statements were applied to seven university students in order to analyze their productions, mathematical treatments, and the way in which they articulated the different semiotic registers to provide a solution to the presented problem statement. In relation to the development of the sequence of statements, the need to reformulate problem statements that lead to the discrimination of all visual values in the graphic register in correspondence with variations in the significant units of the algebraic register was confirmed.