Ontosemiotic reference model of proportionality: Implications for curricular design in primary and secondary education

Authors

  • María Burgos Universidad de Granada
  • Juan D. Godino Universidad de Granada

DOI:

https://doi.org/10.35763/aiem.v0i18.255

Abstract

The curricular design of a mathematical content at the different educational levels requires considering the diversity of meanings and their progressive articulation, by attending to the degrees of generality and formalization. In this paper, we analyze the different meanings of proportionality, by applying the Ontosemiotic Approach theoretical tools. In particular, we undertake the interpretation of meaning in terms of systems of operative and discursive practices related to the resolution of problem types and the model of mathematical activity algebrization levels. Drawing on prior research, we identify types of situations-problems and configurations of practices, objects and processes, in order to identify partial meanings (intuitive, arithmetic, proto-algebraic and algebraic) that must be taken into account in planning and managing teaching and learning processes of proportionality in primary and secondary education.

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Published

2020-11-01

How to Cite

Burgos, M., & D. Godino, J. (2020). Ontosemiotic reference model of proportionality: Implications for curricular design in primary and secondary education. Advances of Research in Mathematics Education, (18), 1–20. https://doi.org/10.35763/aiem.v0i18.255

Issue

No. 18 (2020)

Section

Artículos

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