Evaluation of an educational proposal for thedevelopment of algebraic reasoning through the notion of linearity

Abstract

In this research we present a synthesis of an investigation whose objective was to evaluate, in terms of the evolution of Elementary Algebraic Reasoning (EAR), the proposal of a particular educational institution focusing on the notion of linearity. Theoretical tools of the Ontosemiotic Approach are used to elaborate theoretical constructs that allowed us to achieve our objective. The notion of ontosemiotic configuration was applied to elaborate a reference meaning of linearity in basic education and the RAE levels were adapted to this notion to assess its mathematical practice. Subsequently, official documents of the educational institution were analyzed to determine whether it favors the evolution of the RAE through this notion. The results show that in this institution the notion of linearity is developed in the different grades of the primary and secondary level and, in addition, the evolution of the RAE is favored in the students.