Enseñanza de la noción de la función para estudiantes con discapacidad auditiva implementando la teoría de registros de representaciones semióticas

Abstract

The concept of function as a mathematical object has been analyzed from didactics and the strategies to be implemented in the teaching and learning process and in recent years, it has been the object of study for the case of diverse populations, in particular, to respond to the needs of hearing-impaired students. With this research, the difficulties that the population presents during the learning of this concept are identified, finding the little knowledge that is had about disability, which leads to the non-flexibility of the curriculum, serious problems with communication and the language used with the student. These segregating factors, the lack of forms of representation used for teaching the object and the lack of knowledge of previous concepts, configure a series of indicators that must be answered. This work reveals the results of the implementation of a sequence of activities focused on the learning of previous notions for teaching the concept of function in deaf students, through the theory of registers of semiotic representations and the analysis of certain factors. about how communication and language influence acquired knowledge. Among the main results found, the presentation of various semiotic representations, together with the deepening of previous concepts, are fundamental in the understanding of the mathematical object, in addition to the important elements for good communication and use of language in the classroom, are related to the knowledge of the needs of the disability; the display of sign language; emphasis on written and gestural language and; care with the use of technical words in the classroom that the student does not know.