Bibliographic citations
Molina, L., (2021). Identificación de conocimientos didáctico matemático del profesor de secundaria sobre funciones lineales y cuadráticas [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19814
Molina, L., Identificación de conocimientos didáctico matemático del profesor de secundaria sobre funciones lineales y cuadráticas []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19814
@mastersthesis{renati/17410,
title = "Identificación de conocimientos didáctico matemático del profesor de secundaria sobre funciones lineales y cuadráticas",
author = "Molina Tarazona, Lucy Smith",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
The role of the teacher in the mathematics instruction process is widely recognized. Because of this, various research works have been conducted, which describe the different knowledge that the teacher must consider in their instruction. Within this framework, we employ the Didactic- Mathematical Knowledge model (DMK model) of the Onto- Semiotic Approach (OSA) to identify said knowledges. Especially, those that corresponding to linear and quadratic functions. This will allow the mathematics teacher to enhance their teaching. It is essential to previously plan an institutional meaning of reference for linear and quadratic functions because from this, we can identify the necessary knowledges that teachers must have when teaching the indicated topic. Thus, previous research that identifies didactic- mathematical knowledge for specific facets such as epistemic and ecological facets considered. This is complemented with a theoretical proposal of didactic- mathematical knowledge for the cognitive, affective, mediational and interactional facets. In addition, an experimental part with practicing teachers will be considered, which will allow to validate or enrich the proposal. Subsequently, a final proposal of the Didactic- Mathematical Knowledge of the mathematics teacher is presented when teaching the indicated topic. In this way it is tried to contribute to the field of Mathematics Education. Particularly, in research focused on the knowledge of teachers in training.
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