Representaciones semióticas sobre lo indeterminado en tareas de generalización de patrones: una experiencia con estudiantes de quinto grado de educación básica primaria

Abstract

This research identifies and characterizes semiotic strategies used by fifth grade (5th) elementary school students to refer to the indeterminate in pattern generalization tasks with figural sequences. For this purpose, the theory of objectification is used as a cultural semiotic perspective that provides characteristic elements of algebraic thinking and algebraic generalization of patterns. Through the multisemiotic methodology that is associated to the exposed theory and that allows linking in the act of knowing other semiotic resources such as gestures, words, perceptual activity, among others, the methodological process is developed in four phases. For the interpretation of the data considering the variety of semiotic resources, is done a multimodal analysis, which takes into account not only the cognitive resources, but also the physical and perceptual ones. The results show that students use the semiotic strategy of articulating the spatial and numerical structures of the sequence through semiotic resources, and these are embedded in semiotic representations that account for the indeterminate and are linked to the use of operations at the concrete level.