18 de octubre de 2016
DESCOMPOSICIÓN GENÉTICA DE LA FUNCIÓN EXPONENCIAL
http://www.gente.eti.br/lematec/CDS/XIIICIAEM/artigos/1292.PDF
Palabras clave: Precálculo, Progresiones geométricas, Progresiones geométricas, exponentes, números reales.
DESCOMPOSICIÓN GENÉTICA DE LA FUNCIÓN EXPONENCIAL
http://www.gente.eti.br/lematec/CDS/XIIICIAEM/artigos/1292.PDF
Palabras clave: Precálculo, Progresiones geométricas, Progresiones geométricas, exponentes, números reales.
CHARACTERIZING WITH THE CONTENT DIDACTIC KNOWLEDGE NOTION: CONSTRUCTION OF THE LOGARITHMIC FUNCTION GRAPHIC REPRESENTATION
13th International Congress on
Mathematical Education
Hamburg, 24-31 July 2016
Jeannette Vargas Hernández, Maureen Castañeda Cortés and José Novoa
Olaya
Universidad Colegio Mayor de Cundinamarca and Universidad Pedagógica Nacional. Bogotá, D.C. Colombia
The paper describes part of a process developed in a
research that intends to perform an analysis of publications about logarithmic
function graphic representations. It focuses on the description of the
categories of analysis, from a reference framework that is based on the
components of the content didactic knowledge notion. These components will be
used in order to characterize the suggestions relative to pre-calculus teachers’
logarithmic function graphic representations knowledge
CATEGORIES OF
ANALYSIS
The documentary analysis introduces several phases: in
the first place, a revision of the literature on mathematics education relating
to the
content didactic knowledge notion and afterwards an analysis of the logarithmic
function; historical development and graphic representation.
Graphic
representations analyzed – articles
|
|
El logaritmo: ¿cómo animar un punto
que relacione una progresión geométrica y una aritmética?
|
Vargas, J., Pérez, E., González, M. T. (2011)
|
La Función Logaritmo
bajo la Perspectiva de la Construcción dada por Agnesi ( 1748 )
|
López,
R., & Ferrari, M. (2007)
|
CONCLUDING OBSERVATIONS
The historical development knowledge allows
recovering in teaching, the genesis of the relation between both, geometric an
arithmetic progressions, immersed in the logarithmic function.
The geometric arguments that are used in the
graphic representation constructions of the logarithmic function, which are not
esteemed in class, provide connections among mental structures; action, process
and object.
References
González, M.
T., & Vargas Hernández, J. (2015). Aportes de la historia de la matemática
a la investigación en DMA. En C. Azcárate, & et al, Didáctica del análisis matemático: una revisión de
las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM
(págs. 53-63). Santa Cruz de
Tenerife, España: Universidad de la Laguna.
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