Elements for a Genetic Decomposition of the tangent line concept
DOI:
https://doi.org/10.35763/aiem.v0i10.164Keywords:
Progresión en el aprendizaje, comprensión matemática, recta tangente, Descomposición Genética, trayectoria de aprendizajeAbstract
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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