TRACKER AS AN INSTRUMENT FOR THE CONSTRUCTION OF RELATIONS BETWEEN THE REAL WORLD AND MATHEMATICS: THE PARABLE AS A GEOMETRIC PLACE

Abstract

Modeling real phenomena has been a challenge that the new generation of teachers has proposed, and even more so, when using a technological tool that allows establishing relationships between the mathematical objects involved and the real situation itself; what this classroom experience seeks is to model a mathematical object (parabola as a locus) by making transformations -through algebraic manipulations- between different semiotic representations by means of the Geogebra and Tracker software. These programs are used by tenth grade students and allow them to establish equality relation, compare algebraic expressions that model the launch of a paper airplane, and streamline the learning process through hypotheses approached by dynamic mathematics.

The work is framed from a semiotic perspective of mathematics (Duval, 1999) which indicates that the student achieves an apprehension of the mathematical object between more semiotic representations can transform and recognize as equals, either in the same representation register or from other representation systems; Likewise, each of the moments of the class were thought from Freudenthal (1983) proposed, which validates the importance of using emergent models of the mathematical activity itself, which represent the situation.