Reflexión sobre cómo incorporar la Complejidad de las Funciones para mejorar su proceso de enseñanza. Una experiencia con profesores en activo

Abstract

It is important that teachers have didactic-mathematical knowledge and skills to carry out suitable instruction processes. In this line, a group of teachers participated in a continuous training course, developing improvement proposals for the teaching and learning of the functions that took into account their complexity (plurality of meanings). The objective of this work is to analyze these proposals, made from the reflection on their teaching practices, demonstrating the interest in improvement in aspects such as: connection between the proportion mathematical object and the function object, resolution of contextualized problems, use of technology for the graphical representation of the functions and, finally, the reflection on the complexity of the slope of a straight line; however, the following were not taken into account: the conversion of the different forms of representation of a function, their meanings and the problems that may arise for their application and understanding.