Analysis of a didactic situation for the teaching of absolute value in secondary school students

Abstract

Several investigations have reported that the teaching of absolute value from an arithmetic context constitutes a didactic obstacle, a model that is currently used in the Peruvian curriculum, as well as in other countries, in view of this, we design and analyze a didactic situation for the teaching of absolute value from the functional context. Our theoretical base is the theory of didactic situations and, as a methodology, we used principles of didactic engineering, incorporating cohesive analysis for the design of the didactic situation. The results show that the students solved equations of the type |x|=a and |x+a|=b, resorting to the graphical solution and avoiding the epistemological and didactic errors mentioned.