Learning the Concept of Linear Function by Implementing a Sequence on the Motion of Objects
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Abstract
The concept of function is perhaps one of the most important in mathematics. Its importance lies not only in relating variables of different nature, but also in its vast applications across various scientific disciplines. However, its teaching and learning have become topics of interest for research in mathematics didactics. Based on the terms of objectification, semiotic means and joint labor of the Theory of Objectification, this article analyzes the learning process of the meaning of linear function in three high school students (14-15 years old) as they deal, for the first time, with a didactic sequence in which the rectilinear motion of objects is graphically represented and tabulated. The methodology was qualitative, in its case study modality. The results indicate that, during the sequence, students identify the correspondence between variables and manage to write algebraic expressions from the information in the graphs. The article concludes with a discussion of the pedagogical implications of the design of this sequence.
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Copyright (c) 2024 Isaias Miranda; Lesly Anaid Vargas-Rivera; Ulises Salinas-Hernández
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