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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education
María Burgos 1 * , Juan D. Godino 1
1 Universidad de Granada, SPAIN
* Corresponding Author
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: 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
APA 6th edition
In-text citation: (Burgos & Godino, 2020)
Reference: 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
Chicago
In-text citation: (Burgos and Godino, 2020)
Reference: 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
In-text citation: (Burgos and Godino, 2020)
Reference: 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
In-text citation: (Burgos and Godino, 2020)
Reference: 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
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: 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

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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