Elementos para una Descomposición Genética del concepto de recta tangente

  1. Abilio Orts Muñoz 1
  2. Salvador Llinares Ciscar 2
  3. Francisco José Boigues Planes 3
  1. 1 IES Guadassuar
  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  3. 3 Universidad Politécnica de Valencia
    info

    Universidad Politécnica de Valencia

    Valencia, España

    ROR https://ror.org/01460j859

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Journal:
Avances de investigación en educación matemática: AIEM

ISSN: 2254-4313

Year of publication: 2016

Issue: 10

Pages: 111-134

Type: Article

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More publications in: Avances de investigación en educación matemática: AIEM

Abstract

The goal of this research is characterize high school student’s construction of the meanings to tangent line concept. We report the generation of a Genetic Decomposition for the tangent line concept as a high school students’ learning progression. We integrate information from three perspectives: epistemological, curricular, and cognitive. Learning progression is articulated through two characteristics: (i) the integration of local analytical and geometrical perspectives, and (ii) the coordination of Leibnizian conception and the Cartesian conception as a mean to overcome the obstacles derived from the Euclidean conception. Finally, we situated our findings into the debate about the different ways to understand the “learning trajectories” and “learning progressions” constructs in mathematics education.

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Funding information

Esta investigación ha recibido el apoyo parcial del Proyecto I+D+i EDU2014-54526-R del Ministerio de Ciencia e Innovación, España.

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