Tratamientos a expresiones de la variación en libros de texto de 9° entre 2000 y 2020

Abstract

This research addresses the lack of dynamism in the representations aimed at the development of variational thinking in ninth grade students. This article presents analyses on how textbooks between 2000 and 2020 configure expressions of variation as a teaching object. The theoretical framework focuses on variational thinking, representations and mathematical modeling, conceptualizing the former as the ability to understand concepts of change and variation. Representations (verbal, table, graph, formula) are considered key tools, while mathematical modeling integrates these concepts in practical contexts. Three categories of analysis are established: regularities, change-variation situations and modeling of change-variation processes. The categorical structure facilitates the systematic evaluation of the treatments given to expressions of variation in ninth grade books, providing a basis for improving pedagogical practices. The results are presented through analysis indicators, examining the presence and profile of representations (expository, technological, comprehensive). This structured approach provides a comprehensive view of the impact of representations on the development of variational thinking in secondary education.