Bibliographic citations
Jara, R., (2016). Análisis de los diferentes significados de la igualdad en el contexto de la geometría euclidiana en el nivel secundaria [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6752
Jara, R., Análisis de los diferentes significados de la igualdad en el contexto de la geometría euclidiana en el nivel secundaria []. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6752
@mastersthesis{sunedu/2666783,
title = "Análisis de los diferentes significados de la igualdad en el contexto de la geometría euclidiana en el nivel secundaria",
author = "Jara Sánchez, Rubén Evert",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
This paper uses some theoretical and methodological tools from the Onto-semiotic Approach to Mathematical Cognition and Instruction (EOS), to identify the different meanings of equality that emerge from its use in solving problems in the context of Geometry. This has been analyzed in some classical texts, which are an important benchmark in Geometry, and other texts used in the teaching of this subject. The design of the epistemic configurations allow us to understand the ontology established between the definitions and properties, while problems are solved with geometrical procedures and arguments that justify them, by using terminology that is inherent within the mathematical institution, from where each meaning of mathematical object emerges. We have identified three meanings assigned to equality in geometry, these are: Geometric identity, congruence and Equality of areas and volumes. Later we analyzed the official mathematics book of third year of secondary school with the purpose of identifying the meanings defined, however, in this book, only the meaning congruence is verified.
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