La complejidad de la función lineal en un curso de formación docente.

Abstract

This work seeks to analyze the reflection made by a group of teachers, participants in a master's degree with a major in mathematics, about the didactic suitability of an activity proposed by one of them that had the purpose of improving the teaching of the Linear Function. To analyze the case, qualitatively - descriptively, the component "Representative of the complexity of the notion to be taught" of the Epistemic Suitability Criterion was used as a priori category. As a result, it is inferred that the reflection of teachers about the task set by a teacher contemplates the various meanings of the mathematical object linear function. In addition to this reflection, it can be seen that teachers carry out other types of reflections that, implicitly, are related to the criteria of didactic suitability, as is the case of emotional suitability, interactional suitability and cognitive suitability