The teaching of the greatest common divisor mediated by a computational context in a Computer Engineering Degree
DOI:
https://doi.org/10.35763/aiem.v0i16.236Keywords:
Máximo común divisor, generalización, análisis de manuales, entorno computacional, Grado en Ingeniería InformáticaAbstract
Through an epistemological study, the study reported establishes the institutional meaning of reference of the greatest common divisor for students enrolled in the Computer Engineering Degree. The study has allowed us to create a didactic analysis tool that facilitates the study of the characteristics of the meaning intended in representative textbooks, despite the curricular diversity typical at university. A comparison between textbooks explores an important difference between one text that moves within
computational environments - where computer applications and procedures are the context - with another text, where generalizations are made, but applications are not considered. Restrictions in definitions given and the absence of demonstrations in the most recommended textbooks are noteworthy. This allows extracting the shortcomings of meaning and highlights a tendency in teaching towards prioritizing the specific rather than the general, what is in turn a source of potential semiotic conflicts.
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