Elements for a Genetic Decomposition of the tangent line concept

Authors

  • Abilio Orts Muñoz IES GUADASSUAR
  • Salvador Llinares Ciscar Universidad de Alicante
  • Francisco José Boigues Planes Universidad Politécnica de Valencia

DOI:

https://doi.org/10.35763/aiem.v0i10.164

Keywords:

Progresión en el aprendizaje, comprensión matemática, recta tangente, Descomposición Genética, trayectoria de aprendizaje

Abstract

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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Author Biographies

Abilio Orts Muñoz, IES GUADASSUAR

Profesor de matemáticas del IES Guadassuar (Valencia)

Salvador Llinares Ciscar, Universidad de Alicante

Catedrático del Departamento de Innovación y Formación Didáctica

Francisco José Boigues Planes, Universidad Politécnica de Valencia

Profesor titular del Departamento de Matemática Aplicada

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Published

2017-09-28

How to Cite

Orts Muñoz, A., Llinares Ciscar, S., & Boigues Planes, F. J. (2017). Elements for a Genetic Decomposition of the tangent line concept. Advances of Research in Mathematics Education, (10), 111–134. https://doi.org/10.35763/aiem.v0i10.164

Issue

No. 10 (2016)

Section

Artículos

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