Technological didactic intervention for the study of conical sections based on semiotic potential

Abstract

The objective of the present study was to identify, analyze, and characterize semiotic registers of conic sections by teachers in training. The methodology used a mixed approach based on didactic engineering. The quasi-experiment was developed in three phases: 1) preliminary analysis of conceptions and forms of teaching, 2) a priori design and implementation of educational digital resources, and 3) a posteriori analysis. The results showed learning and teaching difficulties, especially in the cognitive conversion activity. A technological didactic intervention was designed and implemented based on an open access digital educational resource supported by Duval's semiotic representation theory of registers. It is concluded that the resource is a mediator for the study of conics and the acquisition of new knowledge that allows the mobilization of mathematical knowledge from perspectives other than graphic approach or common language.