Nociones conceptuales de función en los estudiantes de noveno grado

Abstract

In this degree work, we present the results obtained in a teaching experience on the conceptual notions of function expressed by the Ninth grade students belonging to two different educational institutions, public and the other private. This research emerges from our practices as mathematical educators about the persistent difficulties of students when associating representations with the object function and using such notions in the problem situations treatment. This research is qualitative, where through a descriptive and exploratory study we seek for a detailed interpretation about the reality of the students facing the study of the concept of function. One of the findings refers to the scarce experiences of students at an early age about the numerical treatment of problem situations that can guide students to algebraic ideas such as generality, the expression of a generalization or the idea of variation and function. Same reality infers that the graphic interpretation of the students concerns a discrete interpretation of the data. That is to say, they do not know the implicit variation there, therefore, they cannot visualize, generalize or represent a continuous process expressed in a function.