{"id":919,"date":"2016-08-03T17:21:04","date_gmt":"2016-08-03T17:21:04","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=919"},"modified":"2016-08-03T17:21:04","modified_gmt":"2016-08-03T17:21:04","slug":"cycles-of-understanding-about-the-concepts-of-function-and-variation","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/cycles-of-understanding-about-the-concepts-of-function-and-variation\/","title":{"rendered":"Cycles of understanding about the concepts of function and variation"},"content":{"rendered":"<p><strong>Authors:<\/strong> Ver\u00f3nica Vargas Alejo, Aar\u00f3n V\u00edctor Reyes Rodr\u00edguez, C\u00e9sar Crist\u00f3bal Escalante<\/p>\n<p><strong>Abstract :<\/strong> In this paper we analyze the relationship between the conceptual tools<br \/>\n(representations) used by students enrolled in a college tourism program, to<br \/>\nmodel a situation about cost of sending packages, and the cycles of understanding<br \/>\nthat the students develop about the concepts of step function, function, and<br \/>\nvariation. Based on the perspective of Models and Modeling, the questions that<br \/>\nguide the discussion are: What kind of representations did first semester students<br \/>\nuse to describe and analyze problematic situations where the underlying model<br \/>\nis a step function? To what extent did the representations support the development<br \/>\nof different cycles of understanding of the concepts of function and variation?<br \/>\nThe results show multiple representations that students construct, analyze, modify,<br \/>\nand refine. The representations helped to acquire meaning of mathematical<br \/>\nconcepts as function and variation.<\/p>\n<p><strong>Key words:<\/strong> Understanding cycles, functions, step functions, modeling and variation.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28-2-3.pdf\"><img loading=\"lazy\" class=\"alignright 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","protected":false},"excerpt":{"rendered":"<p>Authors: Ver\u00f3nica Vargas Alejo, Aar\u00f3n V\u00edctor Reyes Rodr\u00edguez, C\u00e9sar Crist\u00f3bal Escalante Abstract : In this paper we analyze the relationship between the conceptual tools (representations) used by students enrolled in a college tourism program, to model a situation about cost of sending packages, and the cycles of understanding that the\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/03\/cycles-of-understanding-about-the-concepts-of-function-and-variation\/\">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":[203,505,504,503],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/919"}],"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=919"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/919\/revisions"}],"predecessor-version":[{"id":921,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/919\/revisions\/921"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=919"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=919"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=919"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}