Estrategias y errores de conversión entre representaciones de intervalos de la recta real

Abstract

In this article, we present the results of an empirical study based on the concept of interval of the real line in which students of Grades 10 and 11 took part. Its objectives are to identify the strategies used by students to accomplish conversions among different representations of unbounded intervals, and to interpret possible mistakes and difficulties as derived from these strategies. Different strategies that focused on particular aspects are detected. Most of these difficulties are linked to the use of conversions as based on congruence. Finally, some didactical orientations to facilitate the learning of the interval concept via their representations are proposed.

Keywords

• intervalos no acotados de la recta real
• congruencia entre representaciones
• estrategias de conversión
• errores y dificultades
• educación secundaria