Informe de la investigación factores que apoyan o limitan la ampliación de universo numérico en futuros profesores en la Licenciatura en Matemáticas de la Universidad Distrital Francisco José de Caldas

Abstract

The research group Elementary Mathematics U.D-Mescud, has investigated the teaching and learning of mathematical objects that have arithmetic, geometric and algebraic versions; these investigations support both the conception and the development of a training space constitutive of the curriculum of the Bachelor's Degree in Mathematics called Arithmetic-Algebra Transition (Pretext, 1996; Mescud, 2011). In describing these investigations, it becomes evident that their instruments and findings have allowed the group to adopt an epistemology of mathematical objects, but these emerging local theories have not been exhaustively contrasted and consolidated among them. Therefore, this degree work report, in research-innovation modality as co-investigators in the Mescud group, shows some results obtained from a documentary analysis of the trajectory of the terms "refinement" and "numerical universe" used by the Mescud group to study students' schemas when they are confronted with situations involving the treatment with numbers and which are supported in a teaching experiment (EE) in a learning environment (AA) carried out in the semester 2019-3, where argumentative practices and problem solving are central axis.