Por favor, use este identificador para citar o enlazar este ítem: http://repositoriodigital.ipn.mx/handle/123456789/11653
Título : Estudio Socioepistemológico de la Función Trigonométrica
Autor : Cantoral Uriza, Ricardo
Castañeda Alonso, Apolo
Fecha de publicación : 16-ene-2013
Descripción : This research work has centered the attention in the pedagogical phenomenon related to the trigonometrical function. The presentation obeys the systemic nature of the approach that gives him theoretical foundation, that is to say, it contemplates cognitive, epistemological and didactic elements and contributes with elements of social character to explain the phenomenon in question. The Chapter 1, outlined as the antecedents, it shows the contributions that have made other investigations regarding the bound didactic phenomenon to the function notion. We have synthesized the results from the cognitive perspective to the systemic approaches, which have meditated on who is learning, who is teaching and the mathematical knowledge. However, it remained constant the mathematical knowledge. This is, although the systemic approaches took in consideration the epistemologic nature of the concept, this, the same as in the cognitive perspective, it was always the function concept in general. There was not distinction between to learn or to build the concept of algebraic function (lineal or not), exponential function, logarithmic function, and, clear this, trigonometrical function. These last ones were approached by the first socioepistemological researches. The phenomenon associated to the trigonometrical function has been contemplated in investigations of the cognitive perspective (De Kee, et. Al, 1996) and didactic perspective (Maldonado, 2005), showing the narrow relationship of their results with the organization of the study programs, the exhibition of the text books and the mathematical discourse to teaching. These results are presented in the Chapter 2 and they constitute a strong reason argument to study this function in contexts beyond the scholar and the mathematician ones. Chapter 3 details the historical-epistemologicals moments of the trigonometrical function, from their origin in the trigonometrical ratios until their constitution in trigonometrical series. It is in this analysis that we distinguish the elements of social construction that it contributes the work: the activities, the reference practices and the social practices bounded to the trigonometrical function. Finally, the Chapters 4 and 5 outline the elements of our theoretical framework, the social construction of the trigonometrical function and the contributions that it provides this to the mathematical discourse to teaching.
URI : http://www.repositoriodigital.ipn.mx/handle/123456789/11653
Otros identificadores : http://hdl.handle.net/123456789/1175
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