Análisis de las notas tomadas por los alumnos en una presentación inicial de límite de una función

Abstract

En este artículo se examinan las notas tomadas por alumnos de cuatro aulas de primero de Bachillerato durante una presentación inicial del concepto de límite de una función. Hemos analizado qué elementos son registrados y qué aspectos del significado del concepto de límite quedan reflejados. Se han detectado diferencias importantes en la transcripción de ejemplos y en los registros verbales. Las notas tienden a enfatizar movimientos únicamente en una variable o sobre las gráficas de las funciones. Concluimos con algunas reflexiones sobre la influencia potencial de estas notas en el aprendizaje del concepto. In this article, we examined the notes taken by four classes of eleventh- grade during the first presentation of the notion of function limit. We analyzed the elements that the students had decided to write down and the aspects of the meaning of the concept represented in their notes. We detected important differences in the transcription of examples and verbal notes. These notes usually emphasized movements only in one variable or on the graphs of the functions. We conclude with some reflections about the potential influence of these notes in the student’s learning of the concept.

In this article, we examined the notes taken by four classes of eleventhgrade during the first presentation of the notion of function limit. We analyzed the elements that the students had decided to write down and the aspects of the meaning of the concept represented in their notes. We detected important differences in the transcription of examples and verbal notes. These notes usually emphasized movements only in one variable or on the graphs of the functions. We conclude with some reflections about the potential influence of these notes in the student’s learning of the concept.