1. Repositorio Digital IPN
  2. Posgrado
  3. Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada "Unidad Legaria"
  4. Tesis
  5. Doctorado
Por favor, use este identificador para citar o enlazar este ítem: http://repositoriodigital.ipn.mx/handle/123456789/11403
Título : Resignificación de la Serie de Taylor en una situación de modelación del movimiento: de la predicción del movimiento a la analiticidad de las funciones
Fecha de publicación : 16-ene-2013
Descripción : The fundamental problem addressed by the Matemática Educativa is the confrontation between the mathematical work and school mathematics. To understand the nature of this confrontation, the socioepistemologic approach develops research strategies aimed at devising epistemologies that analyze the circumstances that favor the social construction of mathematical knowledge. These epistemologies are based on social practices, as opposed to metaphors of the mathematical object. It is intended that social practices favor the establishment of functional relationships, away from the utilitarianism, among the various topics of mathematics knowledge (Cordero, 2006). With this vision, Socioepistemology has helped to understand that school mathematics lack frames of reference to re-signify mathematics. Our research consists on resignifying the Taylor Series through a movement modeling situation (M-MS). An epistemology is formulated within Socioepistemology; in it prediction is the argument guiding the design of situation, which in turn re-signifies analyticity by generating procedures to compare two states of a quantity that varies continuously, based on the institutional experiences of the participants. On the other hand, the M-MS generates a category of 'use of graphics' proper of school modeling. Hence, the research question was What is the "use of graphics" when re-signifying the Taylor Series in M-MS? The use of the graphics, through its operation and form, provides elements that strengthen the teaching and learning problematic and also indicators for the redesign of the school's Calculus discourse. The staging of the situation design was made by using methodological aspects of Didactical Engineering and with higher-level math students.
URI : http://www.repositoriodigital.ipn.mx/handle/123456789/11403
Otros identificadores : http://hdl.handle.net/123456789/907
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