Onto-Semiotic Analysis of One Teacher's and University Students' Mathematical Connections When Problem-Solving about Launching a Projectile

Autor/inn/en	Rodríguez-Nieto, Camilo Andrés; Font, Vicenç; Rodríguez-Vásquez, Flor Monserrat; Pino-Fan, Luis Roberto
Titel	Onto-Semiotic Analysis of One Teacher's and University Students' Mathematical Connections When Problem-Solving about Launching a Projectile
Quelle	In: Journal on Mathematics Education, 14 (2023) 3, S.563-584 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Nieto, Camilo Andrés) ORCID (Font, Vicenç) ORCID (Rodríguez-Vásquez, Flor Monserrat) ORCID (Pino-Fan, Luis Roberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Mathematics Instruction; Semiotics; Teaching Methods; Task Analysis; Mathematics Teachers; Undergraduate Students; Teacher Student Relationship; Difficulty Level; Error Patterns; Computation; Mathematical Formulas; Student Attitudes; Teacher Attitudes; High School Teachers; Physics; Problem Solving; Calculus; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Schwierigkeitsgrad; Fehlertyp; Mathematische Formel; Schülerverhalten; Lehrerverhalten; High school; High schools; Oberschule; Physik; Problemlösen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ausland; Kolumbien
Abstract	An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the Onto-semiotic Approach. The methodology was qualitative-descriptive where data was collected through interviews based on a task. Subsequently, following the joint analysis method of both theories, the mathematical activity of the participants when they solved the task was analyzed. The results show that, teacher and students established a system of connections of feature type, different representations, meanings, part-whole, procedural and implications in terms of practices, processes, objects, and semiotic functions that relate them. However, some students presented difficulties caused by some incorrect mathematical connection such as stating that the maximum height of the projectile is the time obtained with the critical number, errors in performing arithmetic calculations when evaluating the function, graphically representing the quadratic function as a straight line and use the general formula in an inappropriate way that prevents the procedural connection from being made. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01