Comprensión matemática evidenciada por estudiantes de secundaria sobre las funciones exponencial y logarítmica

Referencias

Businskas, A. M. (2008). Conversations about connections: How secondary mathematics teachers conceptualize and contend with mathematical connections. (Tesis de doctorado no publicada). Simon Fraser University. Cai, J., & Ding, M. (2015). On mathematical understanding: Perspectives of experienced Chinese mathematics teachers. Journal of Mathematics Teacher Education, 20(1), 5–29. https://doi.org/10.1007/s10857-015-9325-8 Campo, K. (2025). Diseño del proceso de enseñanza [Anexo pdf]. Figshare. https://doi.org/10.6084/m9.figshare.28870985.v1 Campo-Meneses, K. G., Font, V., García-García, J., & Sánchez, A. (2021). Mathematical connections activated in high school students’ practice solving tasks on the exponential and logarithmic functions. EURASIA Journal of Mathematics, Science and Technology Education, 17(9), 1–14. https://doi.org/10.29333/ejmste/11126 Campo-Meneses, K. G., García-García, J., & Font, V. (2023). Mathematical connections associated with the exponential logarithmic functions promoted in the mathematics curriculum. International Journal of Instruction, 16(4), 17–36. Campo-Meneses, K. G., & García-García, J. (2021). La comprensión de las funciones exponencial y logarítmica: Una mirada desde las conexiones matemáticas y el enfoque ontosemiótico. PNA, 16(1), 25–56. https://doi.org/10.30827/pna.v16i1.15817 Campo-Meneses, K. G., & García-García, J. (2023). Conexiones matemáticas identificadas en la clase sobre funciones exponencial y logarítmica. Bolema: Boletim de Educação Matemática, 37(76), 849–871. https://doi.org/10.1590/1980-4415v37n76a22 Dolores, C., & García-García, J. (2017). Conexiones intramatemáticas y extramatemáticas que se producen al resolver problemas de cálculo en contexto: Un estudio de casos en el nivel superior. Bolema, 31(57), 158–180. https://doi.org/10.1590/1980-4415v31n57a08 Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23(3), 297–319. https://doi.org/10.1007/s13394-011-0017-0 Evitts, T. (2004). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula (Tesis de doctorado sin publicar). Pennsylvania State University College of Education. Ferrari-Escolá, M., Martínez-Sierra, G., & Méndez-Guevara, M. E. M. (2016). “Multiply by adding”: Development of logarithmic-exponential covariational reasoning in high school students. Journal of Mathematical Behavior, 42, 92–108. https://doi.org/10.1016/j.jmathb.2016.03.003 Font, V., Godino, J., & D’Amore, B. (2007). An onto-semiotic approach to representations in mathematics education. For the Learning of Mathematics, 27(2), 2–9. García-García, J. (2024). Mathematical understanding based on the mathematical connections made by Mexican high school students regarding linear equations and functions. The Mathematics Enthusiast, 21(3), 673–718. García-García, J., & Dolores-Flores, C. (2018). Intra-mathematical connections made by high school students in performing calculus tasks. International Journal of Mathematical Education in Science and Technology, 49(2), 227–252. https://doi.org/10.1080/0020739X.2017.1355994 Godino, J., & Batanero, C. (1994). Significado institucional y personal de los objetos matemáticos. Recherches en Didactiques des Mathématiques, 14(3), 325–355. Godino, J., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM - International Journal on Mathematics Education, 39(1–2), 127–135. https://doi.org/10.1007/s11858-006-0004-1 Kuper, E., & Carlson, M. (2020). Foundational ways of thinking for understanding the idea of logarithm. The Journal of Mathematical Behavior, 57. https://doi.org/10.1016/j.jmathb.2019.100740 Morales-López, Y., & Font, V. (2019). Valoración realizada por una profesora de la idoneidad de su clase de matemáticas. Educação e Pesquisa, 45, 1–20. https://doi.org/10.1590/s1678-4634201945189468 National Council of Teachers of Mathematics (NCTM). (2013). Connecting the NCTM process standards and the CCSSM practices. NCTM. Parra-Urrea, Y., & Pino-Fan, L. (2022). Proposal to systematize the reflection and assessment of the teacher’s practice on the teaching of functions. Mathematics, 10(18), 3330. https://doi.org/10.3390/math10183330 Rodríguez-Nieto, C., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2021). Mathematical connections from a networking of theories between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, 1–27. https://doi.org/10.1080/0020739X.2021.1875071 Rodríguez-Nieto, C., Rodríguez-Vásquez, F. M., Font, V., & Morales-Carballo, A. (2021). Una visión desde la red de teorías TAC-EOS sobre el papel de las conexiones matemáticas en la comprensión de la derivada. Revemop, 3, 1–32. https://doi.org/10.33532/revemop.e202115 Stake, R. E. (2005). Investigación con estudio de casos. Ediciones Morata. Sureda, P., & Otero, M. R. (2013). Estudio sobre el proceso de conceptualización de la función exponencial. Educación Matemática, 25(2), 89–118. Yao, Y., Hwang, S., & Cai, J. (2021). Preservice teachers’ mathematical understanding exhibited in problem posing and problem solving. ZDM - Mathematics Education, 53(4), 937–949. https://doi.org/10.1007/s11858-021-01277-8