English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

El uso de distintos registros semioticos y el cambio de uno a otro son caracteristicas de la actividad cognitiva en matematicas, y las dificultades asociadas a esos cambios fuentes de incomprension y dificultades de aprendizaje. En el cambio del lenguaje natural al algebraico intervienen al menos dos tipos de competencias: manejar estructuras sintacticas en lenguaje verbal y movilizar mentalmente conceptos matematicos implicitos en los enunciados. Para estudiar la incidencia de cada una de ellas, las dificultades que presentan y su interrelacion, en este trabajo disenamos un cuestionario, lo aplicamos a un grupo de estudiantes de Ingenieria y analizamos los resultados mediante contrastes de hipotesis, extrayendo conclusiones aplicables al diseno de instruccion. Los resultados muestran diferencias estadisticamente significativas en funcion tanto del llamado caracter congruente o no del cambio de registro semiotico, como de la complejidad sintactica del enunciado. Palabras-clave: Lenguaje Verbal; Lenguaje Algebraico; Conversion; Complejidad Sintactica ABSTRACT The use of different semiotic registers and the change of register are characteristics of the cognitive activity in mathematics, and the difficulties associated to these changes a source of incomprehension and learning difficulties. In the conversion process from the natural to the algebraic language, at least two types of cognitive skills are involved: to handle syntactic structures in natural language, and to mentally mobilize the mathematical concepts expressed in the text. In order to study the relevance of each skill, the associated difficulties and interrelationship, we designed a questionnaire, handed it out to a group of Engineering students, and analyzed the results by means of statistical hypothesis testing, from which we obtained conclusions applicable to teaching design. The results show differences depending on the so-called congruence of the semiotic register change, as well as on the verbal statement of syntactic complexity. Keywords: Verbal Language; Algebraic Language; Conversion; Syntactic Complexity

Distintas competencias en el proceso de conversión del lenguaje natural al algebraico