{"id":1667,"date":"2016-11-29T01:35:38","date_gmt":"2016-11-29T01:35:38","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1667"},"modified":"2016-11-29T01:35:38","modified_gmt":"2016-11-29T01:35:38","slug":"vol28-3-5en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-5en\/","title":{"rendered":"Evaluation of the Knowledge of Future Teachers of Mathematics about the Transformation of the Representations of a Function"},"content":{"rendered":"<p><strong>Authors: <\/strong>Tulio R. Amaya De Armas, Luis R. Pino-Fan, Antonio Medina Rivilla<\/p>\n<p><strong>Abstract<\/strong>: In this paper the mathematical dimension of the Didactical-Mathematical<br \/>\nKnowledge of the future teachers of mathematics is analyzed when they<br \/>\ntransform the representations of a function. A questionnaire was applied to 90<br \/>\nfuture teachers who were distributed in three groups. The homogeneity of the<br \/>\nanswers per group is analyzed, and the primary mathematical objects and<br \/>\nthe present process in the mathematics practices they develop trough their<br \/>\nanswers are characterized. The results show serious difficulties of the future<br \/>\nteachers with some function topics, such as: indetifying and using their intercepts<br \/>\nwithout a graphical support; analyzing their extreme values and growth ranges;<br \/>\nmaking a mathematical model or a graphical draft; indetifying the slope of a<br \/>\nlinear function. The primary mathematical objects and present processes in the<br \/>\npractices that the prospective teachers develop are very similar, in spite of the difference<br \/>\nin the number of hours od instruction in each of three gropus.<\/p>\n<p><strong>Keywords:<\/strong> future teachers, function, semiotic representations, mathematical<br \/>\npractices.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/5.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Tulio R. Amaya De Armas, Luis R. Pino-Fan, Antonio Medina Rivilla Abstract: In this paper the mathematical dimension of the Didactical-Mathematical Knowledge of the future teachers of mathematics is analyzed when they transform the representations of a function. A questionnaire was applied to 90 future teachers who were distributed\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-5en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[51,567,565,566],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1667"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1667"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1667\/revisions"}],"predecessor-version":[{"id":1668,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1667\/revisions\/1668"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1667"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1667"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1667"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}