Institutional and personal meanings of mathematical objects put into play in the teaching process and learning mathematics

Abstract

The meaning that teachers and students assign to the different mathematical objects put into play in each study context; It can be an influential factor in the intensification of the existing problem in the teaching and learning of mathematics at all educational levels of the country. Given this situation, this research aims to identify, describe, explain, interpret and analyze the institutional and personal meanings of the mathematical objects put into play in the teaching and learning processes of mathematics. In order to achieve the objective, the classification will be estimated within the framework of the ontosemiotic approach of cognition and mathematical instruction (EOS), where the following are: institutional meanings, personal meanings; besides the use of other notions.From the methodological point of view, the documentary and qualitative study will be combined in the epistemological facet of the research; for the instructional facet, the study of cases of teaching experiences followed by the criteria derived from the semiotic analysis will be considered; while for the cognitive facet, there will be a quantitative and experimental approach combined with a qualitative and interpretative approach, the survey being the technique to be applied. It should be noted that this research is in the execution phase and is accredited in the Innovation and Research Stimulus Program (PEII), where the expected educational contributions, by implementing new technologies and resources, and by reflexively analyzing possible curricular, instructional im
provements and didactics, they will be powerful.