Citas bibligráficas
Andia, V., (2023). Situaciones problema sobre sistemas de ecuaciones lineales para desarrollar el Razonamiento Algebraico Elemental en la Educación Básica Regular [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/26585
Andia, V., Situaciones problema sobre sistemas de ecuaciones lineales para desarrollar el Razonamiento Algebraico Elemental en la Educación Básica Regular []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/26585
@mastersthesis{renati/530031,
title = "Situaciones problema sobre sistemas de ecuaciones lineales para desarrollar el Razonamiento Algebraico Elemental en la Educación Básica Regular",
author = "Andia Suarez, Vivian Bertha",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
The present study aims to justify why problem situations on systems of linear equations contribute to the development of elementary algebraic reasoning in students of regular basic education. Two specific objectives that are intended to be achieved follow from here: identify problem situations on systems of linear equations that are addressed in regular Peruvian basic education and relate the mathematical practices that these demand to the algebraization levels of the algebraic reasoning model. For this purpose, some theoretical tools of the Onto-semiotic Approach to Mathematics Instruction are taken as a basis, such as epistemic configurations to build the reference meaning of systems of linear equations in regular basic education, as well as levels of elemental algebraic reasoning which are adapted to the notion of systems of linear equations. It is concluded that, throughout basic education, there are various problem situations where the objective is to find an unknown quantity, the mathematical model on which these are based being that of an equation or a system of linear equations. These situations are addressed through different procedures such as trial and error, using different languages such as iconic, bar, numerical and algebraic representations, as well as various justifications based on definitions and properties of arithmetic operations and equivalent equations. These findings suggest that a relationship is established between epistemic configurations corresponding to systems of linear equations and features of different levels of algebraic reasoning. In this way, it is expected to contribute to the training of mathematics teachers by providing them with examples that can be used in their teaching performance to develop algebraic reasoning of their students in the different school grades
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