Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students

Armando Morales Carballo; Angie Damián Mojica; José Efrén Marmolejo Vega

doi:10.29333/iejme/11714

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Armando Morales Carballo ¹ ^* , Angie Damián Mojica ¹ , José Efrén Marmolejo Vega ¹

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¹ Universidad Autónoma de Guerrero, Guerrero, MEXICO^* Corresponding Author

Abstract

A theoretical-didactic proposal based on variational ideas and the use of GeoGebra is described as a response to a local problem on the understanding of the concept of function and quadratic equation in pre-university students. The theoretical elements of this work are based on the understanding of concepts and the theory of semiotic registers and representations, while the methodological references were based on hypothetical learning trajectories and the use of dynamic software, considered as a heuristic resource.
The proposal was validated by means of expert criteria. This elaboration contributes with a proposal that breaks with the classical schemes of presentation and treatment of the content, which favors through the incorporation of variational ideas generated with the dynamic software GeoGebra the understanding of the articulated concepts of function and quadratic equation in pre-university students.

Keywords

hypothetical learning path
quadratic function
understanding
variation

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 17, Issue 2, May 2022, Article No: em0678

https://doi.org/10.29333/iejme/11714

Publication date: 09 Feb 2022

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Morales Carballo, A., Damián Mojica, A., & Marmolejo Vega, J. E. (2022). Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students. International Electronic Journal of Mathematics Education, 17(2), em0678. https://doi.org/10.29333/iejme/11714

Vancouver

Morales Carballo A, Damián Mojica A, Marmolejo Vega JE. Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students. INT ELECT J MATH ED. 2022;17(2):em0678. https://doi.org/10.29333/iejme/11714

AMA

Morales Carballo A, Damián Mojica A, Marmolejo Vega JE. Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students. INT ELECT J MATH ED. 2022;17(2), em0678. https://doi.org/10.29333/iejme/11714

Chicago

Morales Carballo, Armando, Angie Damián Mojica, and José Efrén Marmolejo Vega. "Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students". International Electronic Journal of Mathematics Education 2022 17 no. 2 (2022): em0678. https://doi.org/10.29333/iejme/11714

Harvard

Morales Carballo, A., Damián Mojica, A., and Marmolejo Vega, J. E. (2022). Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students. International Electronic Journal of Mathematics Education, 17(2), em0678. https://doi.org/10.29333/iejme/11714

MLA

Morales Carballo, Armando et al. "Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students". International Electronic Journal of Mathematics Education, vol. 17, no. 2, 2022, em0678. https://doi.org/10.29333/iejme/11714