Influencia de la semántica en el segundo curso de bachillerato del colegio Benigno Malo

Abstract

This investigation was established with the objective of understanding what kind of semantic referential ideational or behavioral influences the learning of mathematics in second year students at Benigno Malo High School, to identify the significance of the theories that define mathematical concepts in their identity or possession of significance, diagnose deficiencies that the students attending Benigno Malo High School encounter in the acquisition of symbols and understanding their meaning as a mention or reference to mathematical objects and phenomena existing in reality, describe the usage of symbols used exclusively in the second year in the practice of mathematics learning and develop a proposal based on semantic language incorporated in the second year of math.

The research was conducted with 40 students in the second year of high school in the program of Bachelor of Science at Benigno Malo High School, enrolled in parallel: A, C, E, G, and six math teachers who responded to several data collection instruments such as surveys, ballots semantic differential scale of attitudes and opinions and a structured interview questionnaire.

As research results, let us mention that the use of semantic process of mathematical language1 by students is poor, they do not interpret or relate the signs already learned with new, unknown semantic processing of the meanings of words, making it difficult for teachers to continue with corresponding themes relevant to their planning.