Construcción de una secuencia de tareas a partir de una fenomenología didáctica del concepto de función

Abstract

The concept of function that is being imparted in educational institutions is static (Posada & Villa 2006), losing important characteristics generating conceptual vacuums with respect to the mathematical object, causing the student to fail to highlight the relationship between mathematics and daily life. Therefore, a sequence of tasks based on realistic mathematical education and the didactic phenomenology of Freudenthal's (1983) concept of function is proposed, rescuing characteristics such as dynamicity, which can help the student to understand or give a solution to Different situations of daily life. This sequence of tasks was developed in a learning environment configured by four dimensions that allowed the constitution of the mental object from the instructions and approaches developed in these in 10th grade students, allowing groups to pass through the learning path reaching the purposes of the sequence.