PERSONAL SIGNIFICATIONS OF FUNCTIONS IN BASIC EDUCATION STUDENTS

Abstract

The problem addressed in this research focuses on the Characterization of Personal Meanings of Functions in Basic Education Students. The approach adopted to support the theoretical framework that serves as support is proposed by Godino and Batanero (1994, 1997), and applied by Arrieche (2002), designated as semiotic-anthropological. The three basic dimensions that should be considered in an investigation in Didactics of Mathematics are established and studied; Epistemological facet referred to the origin and development of functions, cognitive facet based on the difficulties, conflicts and errors characteristic of the learning process of this subject and instructional facet to study strategic and fundamental curricular aspects in the teaching of functions in the 8th grade of Education Basic Regarding the methodology, a mixed paradigm was used.