Resolver ecuaciones: "Más allá de estar sumando y pasar a restar"

Abstract

To initiate the students to the algebraic thought, can be characterized through the symbolic way that they must designate their objects. Through my experience I have observed how students can only obtain results to an equation by executing a "recipe", but they can hardly associate key ideas about the role of the equation in solving problems that link relationships between quantities. I consider then a problem of investigation, the way in which the students denominate the objects by means of the algebraic symbolism. It was proposed, therefore, to work on an investigation that allowed to reflect on the events in the classroom, when elaborating meanings associated to the semiotic representations, these, around the development of algebraic thought. In particular, to characterize the role of semiotic means of objectification, which constitute an attempt to understand the actions of students through the stratification of the mathematical object (Vergel, 2014).