Errors, Dificulties and Semiotic Conflicts Present in the Teaching of Derivatives

Abstract

The problem aproached in this investigation is centred in the caracterización of the derivate's personals meanings in ingeneering students, on which are analyzed the errors, the dificulties and semiotics troubles presents in the process of teching and learnig of this concept. It was part of an investigation work about the derivate's personals significates in ingeneering students, from which is considered the problem description standing out the importance of this notion por the Engeneer in training process. The work is supported by the Semiotic Anthropologyc Model proposed for Godino y Batanero (1994) and used for Arrieche (2002) y Meléndez (2005), actually known as: focus ontosemiotico of cognition and mathematical instruction (Godino, 2002; Contreras, Font, Luque and Ordonez, 2005). The method followed is a mixed paradigm, for the combination of cualitatives and cuantitatives schemes: first are quantified the partially correct answers, the incorrects and the differents error's types; on the other hand, is analyzed the error's nature and their effects on the answers quality. The declared personals significates (Godino, 2003) are represented by the discrsives and actuativas practices systems showed in the corrects and incorrects answers, whereas the errors and semiotics troubles of the learning be reffected in the discords between this meanings and the institutional reference. The errors was of conceptual type, of basics operations, of formula's application, of proceedings, of symbology and nomenclature. Finbaly, by application of semiotic analysis to questionnaire's answer proposed for the researcher, are identified potentials meanings troubles; in the semiotic analysis practiced at the questionnaire answered for the student with bigger grade, are standed out the absence of discursives practices and the validates are sopossed implicit in the proceedings.