Técnicas usadas por tres estudiantes para la comprensión de la teoría de divisibilidad. Estudio de casos

Abstract

The impact of study techniques in the learning of divisibility in the literature review proposed in the Syllabus of the subject Arithmetic Problems III of the LEBEM Curriculum Project. Follow-up with observation cards to three student volunteers during five sessions of personal study outside the classroom, photographs of the records in the notebooks and annotations in the field diary. Relationship and relevance of resources on the internet and the bibliography with the problem-solving methodology proposed by R.Charnay (1994) and the cognitive processes around mathematical objects, in contrast to Duval's theory of semiotic representations (2004).