Coordination of principles of theories of Mathematical Education for the achievement of quantitative reasoning

Abstract

The research aims to determine whether there is a significant relationship between the coordination of the principles of the Realistic Mathematics Education Theory (EMR) and the Theory of Semiotic Representation Registers (TRRS) and the achievement of the dimensions of Quantitative Reasoning. We investigate how through the integration of the principles of EMR and TRRS, realistic learning can be achieved and mathematical processes can acquire reality through the use of semiotic registers. The research has a quantitative approach with the participation of 28 teachers from a master's degree program at a state university. A questionnaire constructed with the use of the Likert scale was applied to them, based on the analysis of the study variables. This instrument allows testing the hypotheses of the research. The results show that there is a significant relationship between the coordination of the principles of MRE and TRRS to favor the achievement of the dimensions of quantitative reasoning, likewise it was obtained that 89.5% of the evaluated teachers are at an outstanding level, which shows that most of the evaluated teachers consider that the coordination, similarities, similarities or integration of the principles of these theories strengthen the achievement of the dimensions of quantitative reasoning.