Teacher Competence in Managing Semiotic Conflicts in Mathematical Problem Solving

Authors

DOI:

https://doi.org/10.35763/aiem29.6943

Keywords:

Calculus teaching, Didactic-mathematical competence, Differential, Engineering education, Semiotic conflicts

Abstract

The objective of this article is to assess the didactic-mathematical competence of a teacher in identifying and resolving semiotic conflicts that arise in chemical engineering students when faced with a problem involving the differential of a function of one variable. The experience described in this study was carried out in an Analysis I class with 70 first-year engineering students. The analysis of task resolutions and the teacher’s interventions is based on the Onto-semiotic Approach. The results show the emergence of four cognitive conflicts, which were addressed with the class group under the teacher’s coordination. In conclusion, the importance of preliminary task analysis is highlighted as a fundamental tool for making appropriate teaching interventions and competently managing them.

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Published

2026-04-30

How to Cite

Verón, M. A., Giacomone, B., & Etchegaray, S. (2026). Teacher Competence in Managing Semiotic Conflicts in Mathematical Problem Solving. Advances of Research in Mathematics Education, (29), 111–132. https://doi.org/10.35763/aiem29.6943

Issue

No. 29 (2026)

Section

Artículos

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Copyright (c) 2026 Manuel Alejandro Verón, Belén Giacomone, Silvia Etchegaray

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