Bibliographic citations
Arredondo, R., (2020). Espacio de Trabajo Matemático idóneo del profesor universitario al enseñar la función exponencial [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/17661
Arredondo, R., Espacio de Trabajo Matemático idóneo del profesor universitario al enseñar la función exponencial []. PE: Pontificia Universidad Católica del Perú; 2020. http://hdl.handle.net/20.500.12404/17661
@mastersthesis{sunedu/2658341,
title = "Espacio de Trabajo Matemático idóneo del profesor universitario al enseñar la función exponencial",
author = "Arredondo Rivas, Roy Anthony",
publisher = "Pontificia Universidad Católica del Perú",
year = "2020"
}
This research aims to analyze the teaching practice of the university professor of mathematics in the Field of analysis, particularly when teaching the exponential function to a student of the Faculty of Arts and Human Sciences. In that sense, it is important to study the organization of knowledge and tasks proposed by the teacher when teaching this type of function, since, according to the curricula of various humanities careers in Peruvian universities, there is a need for their teaching, this It is backed up in various university math books for these careers, where its utility is shown to model situations of compound interest, of continuous interest, population growth or decrease, among others. Therefore, this problem leads us to establish our objective, which is to analyze the Suitable Mathematical Working Space of the university professor when teaching the exponential function to humanities students of the first cycles. To do this, we are based on the Mathematical Working Space theory (MWS) proposed by Kuzniak. The methodological procedure used is related to some aspects of the case study. In addition, our research is carried out from the information obtained by the observation of the class and complemented by an interview, this information allows us to present and analyze the actions carried out by the university mathematics professor when teaching the exponential function, with it recognize the genesis and planes that activates, as well as the paradigms of the analysis that privileges when teaching this function, interpreting the results obtained on his suitable MWS, which may be influenced by his Personal MWS.It is concluded that, the actions carried out in class by the professor in teaching the exponential function to students of the humanities of the first cycle evidence the activation of the semiotic, instrumental and discursive genesis, the activation of the semiotic-instrumental, Instrumental-discursive and semiotic-Discursive plans. In addition, the professor urges to work on the paradigms of Geometric/Arithmetic Analysis and Calculation Analysis.
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