{"id":2182,"date":"2017-11-30T01:04:25","date_gmt":"2017-11-30T01:04:25","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=2182"},"modified":"2017-11-30T01:04:25","modified_gmt":"2017-11-30T01:04:25","slug":"proposal-for-treating-global-interpretation-of-the-quadratic-function-using-the-software-geogebra","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/11\/30\/proposal-for-treating-global-interpretation-of-the-quadratic-function-using-the-software-geogebra\/","title":{"rendered":"Proposal for Treating Global Interpretation of the Quadratic Function Using the Software GeoGebra"},"content":{"rendered":"

Ana Luisa G\u00f3mez-Blancarte
\nRebeca Guirette
\nFelipe Morales-Colorado<\/p>\n

Abstract.<\/strong> Based on Duval\u2019s (1988) interpretation about the treatment of graphical
\nrepresentations, this paper presents a proposal to the global interpretation of
\nthe quadratic function f (x) = ax 2 + bx + c by using the Software GeoGebra. In
\norder to illustrate the relevance of the proposal in the teaching, a case study
\nof a group of high school students is presented. The results show the potential
\nof the software for a congruence analysis among graphic and algebraic registers
\nof representation and its effects on qualitative recognition of the association
\nof visual variables and significant symbolic units.<\/p>\n

Keywords:<\/strong> Quadratic function, global interpretation, coordination among registers,
\nvisual variables and significant symbolic units<\/p>\n

DOI: 10.24844\/EM2903.07\"\"<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Ana Luisa G\u00f3mez-Blancarte Rebeca Guirette Felipe Morales-Colorado Abstract. Based on Duval\u2019s (1988) interpretation about the treatment of graphical representations, this paper presents a proposal to the global interpretation of the quadratic function f (x) = ax 2 + bx + c by using the Software GeoGebra. In order to illustrate\u2026 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":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2182"}],"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=2182"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2182\/revisions"}],"predecessor-version":[{"id":2183,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2182\/revisions\/2183"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=2182"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=2182"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=2182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}