Epistemic suitability of the unit of positive and negative numbers of the official seventh grade mathematics textbook of the Ministry of Education of Honduras

Authors

DOI:

https://doi.org/10.5377/recsp.v4i1.12098

Keywords:

Epistemic Suitability, Holistic Meaning, Reference Meaning, Intended Meaning, Primary Objects Configuration

Abstract

The ontosemiotic approach is an integrative theoretical framework that provides the theoretical tools necessary for the study of didactic phenomena in the teaching-learning process of mathematics. This study presents the results of the use of the notion of didactic suitability and specifically of suitability in the epistemic facet. In this sense, strengths and weaknesses of a mathematics textbook were identified from the ontological and semiotic perspective. In addition, the necessary inputs are provided for the epistemic improvement of the textbook, its ontosemiotic configurations (primary objects) and an assessment of the contents presented by it.

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Author Biographies

Levin Dasayev Mendoza-Sánchez, Dowal School, Honduras

Licenciado en Matemáticas. Profesor de Matemáticas Dowal School - Honduras

 

Yefrin Ariel Ortiz-Pagoaga, Escuela Normal Mixta Pedro Nufio, Honduras

Maestro de Educación Primaria. Profesor de la Escuela Normal Mixta Pedro Nufio - Honduras

 

Gerardo Alfredo Pinto-Murillo, Universidad Pedagógica Francisco Morazán, Honduras

Licenciado en Matemáticas. Profesor de la Universidad Pedagógica Francisco Morazán - Honduras

Ivy Lou Green-Arrechavala, Universidad Pedagógica Nacional Francisco Morazán, Honduras

Doctora en Educación. Profesora de la Universidad Pedagógica Nacional Francisco Morazán, Honduras

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Published

2021-06-30

How to Cite

Mendoza-Sánchez, L. D., Ortiz-Pagoaga, Y. A. ., Pinto-Murillo, G. A., & Green-Arrechavala, I. L. . (2021). Epistemic suitability of the unit of positive and negative numbers of the official seventh grade mathematics textbook of the Ministry of Education of Honduras. Revista Electrónica De Conocimientos, Saberes Y Prácticas, 4(1), 102–117. https://doi.org/10.5377/recsp.v4i1.12098

Issue

Vol. 4 No. 1 (2021)

Section

Educational Research

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