Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education

María Burgos; Juan D. Godino

doi:10.29333/iejme/7943

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María Burgos ¹ ^* , Juan D. Godino ¹

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¹ Universidad de Granada, SPAIN^* Corresponding Author

Abstract

In this paper, we analyse the results of an experience designed and implemented to evaluate the epistemic and cognitive conflicts identified in the study of proportionality, carried out by a group of 21 students in their last year of primary education. Initially the students exhibit difficulties to recognize situations where proportionality can be applied, to distinguish magnitudes, quantities and proportionality tables, and to identify procedures to solve proportionality problems other than the rule of three. Nevertheless, in the group discussion session, oriented to develop the dialogue and collective justification of the assessment tasks solutions, they are able to justify the methods employed, linking the rule of three with the equivalence of fractions and the proportionality relation.

Keywords

learning
proportionality
primary education
didactic models
epistemic and cognitive conflicts

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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 15, Issue 3, October 2020, Article No: em0588

https://doi.org/10.29333/iejme/7943

Publication date: 12 Apr 2020

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How to cite this article

APA

Burgos, M., & Godino, J. D. (2020). Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education. International Electronic Journal of Mathematics Education, 15(3), em0588. https://doi.org/10.29333/iejme/7943

Vancouver

Burgos M, Godino JD. Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education. INT ELECT J MATH ED. 2020;15(3):em0588. https://doi.org/10.29333/iejme/7943

AMA

Burgos M, Godino JD. Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education. INT ELECT J MATH ED. 2020;15(3), em0588. https://doi.org/10.29333/iejme/7943

Chicago

Burgos, María, and Juan D. Godino. "Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0588. https://doi.org/10.29333/iejme/7943

Harvard

Burgos, M., and Godino, J. D. (2020). Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education. International Electronic Journal of Mathematics Education, 15(3), em0588. https://doi.org/10.29333/iejme/7943

MLA

Burgos, María et al. "Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0588. https://doi.org/10.29333/iejme/7943