Dificultades en la transformación de lenguaje natural al lenguaje algebraico en el contexto de las ecuaciones lineales: una mirada desde la teoría de la objetivación

Abstract

One of the most common difficulties that are detected in the teaching of mathematics is related to the symbol and the meaning assigned to the letters. Normally in classrooms, most of our time is dedicated to solving problems (treatments), this is where the idea of ​​identifying and analyzing the difficulties that arise in students of grade 10 of the Ethnoeducational Institution # 7 El Paraíso was born. when they are faced with problems that require a change of registry. This research will be approached from the perspective of the objectification theory, “educational theory that is located within the range of contemporary sociocultural theories that attempt to pose teaching and learning in different terms than those advocated by modern individualistic educational theories and their pedagogies. centered on the student ”(Radford, 2014a, p. 132). According to this theory “learning does not consist of building or reconstructing knowledge. It is about giving meaning to the conceptual objects that the student finds in their culture. The acquisition of knowledge is a process of active elaboration of meanings ”(Radford, 2006a, p. 11). In addition, I will rely on the theoretical proposal of Raymond Duval (1993) to describe and identify the research field through this, the object of study is specified and allows to make names in this field, specifically in the concept of conversion and its transformations in the different representation registers. Regarding the sign, this investigative work follows the current of Vygotsky where “the sign is not simply a differential piece of a system of structures (Saussure) nor a mere means of thought and idea formation (Peirce), but, above all, means of transforming the psychic functions of the individual ”(Radford, 2006b, p. 5)