Indicadores afectivos en la clase de álgebra de octavo A

Abstract

The institutional meaning wanted, the institutional meaning implemented and the personal meaning defined from the ontosemiotic approach of cognition and mathematical Instruction were presented in the algebra class that was carried out in the college of the UAN, class in which it was observed the relationship between the affective dimension and the cognitive dimension. To give an account of this relationship in this work, we describe how affective indicators appear in the process of instruction in an algebra class session of the eighth course A. This description emphasizes the Interests, Needs, Emotions and Beliefs, understood by the Theory of Didactic Suitability as components that allow to classify the indicators of affective suitability. The class revolved around the graphical representation of the linear equation. Due to the characteristics of the present work, the methodology used is ethnographic, qualitative, descriptive-exploratory.