Teoría de la representación semiótica, para mejorar el pensamiento algebraico en estudiantes de segundo grado de secundaria
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Date
2025-11
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La investigación tuvo como eje central responder a una necesidad concreta que afecta a numerosos estudiantes: la dificultad para comprender y aplicar conceptos algebraicos. De aquí, se plantearon tres objetivos específicos: comprobar si la teoría de la representación semiótica mejora el pensamiento algebraico factual, contextual y simbólico en estudiantes de segundo grado de secundaria de una institución educativa pública. El marco teórico se fundamentó en los aportes de Luis Radford, respecto a los niveles del pensamiento algebraico, y en la teoría de los registros de representación semiótica de Raymond Duval. El estudio adoptó un enfoque cuantitativo con diseño preexperimental. La intervención consistió en una secuencia de doce sesiones centradas en el uso pedagógico de registros semióticos. Para evaluar el impacto de la propuesta, se aplicó un cuestionario antes y después de la intervención realizado a 23 estudiantes. Finalmente, se concluye que la incorporación de diversos registros semióticos (gráficos, simbólicos, verbales y gestuales) favorece significativamente el desarrollo progresivo del pensamiento algebraico. Asimismo, el rol del docente como mediador en la transición entre registros y facilitador del conocimiento resulta determinante. A su vez, se proponen recomendaciones para futuras investigaciones relacionadas con el uso de las representaciones semióticas.
The research aimed to address a concrete need that affects numerous students: the difficulty in understanding and applying algebraic concepts. Three specific objectives were established: to determine whether the theory of semiotic representation improves factual, contextual, and symbolic algebraic thinking in second-grade secondary students from a public educational institution. The theoretical framework was based on the contributions of Luis Radford regarding levels of algebraic thinking and Raymond Duval’s theory of semiotic representation registers. The study adopted a quantitative approach with a pre-experimental design. The intervention consisted of a sequence of fifteen sessions focused on the pedagogical use of semiotic registers. To assess the impact of the proposal, a questionnaire was administered before and after the intervention to a group of 23 students. It is concluded that the incorporation of various semiotic registers (graphical, symbolic, verbal, and gestural) significantly favors the progressive development of algebraic thinking. Likewise, the teacher’s role as a mediator in the transition between registers and as a facilitator of knowledge is crucial. Recommendations are proposed for future research related to the didactic use of semiotic representations.
The research aimed to address a concrete need that affects numerous students: the difficulty in understanding and applying algebraic concepts. Three specific objectives were established: to determine whether the theory of semiotic representation improves factual, contextual, and symbolic algebraic thinking in second-grade secondary students from a public educational institution. The theoretical framework was based on the contributions of Luis Radford regarding levels of algebraic thinking and Raymond Duval’s theory of semiotic representation registers. The study adopted a quantitative approach with a pre-experimental design. The intervention consisted of a sequence of fifteen sessions focused on the pedagogical use of semiotic registers. To assess the impact of the proposal, a questionnaire was administered before and after the intervention to a group of 23 students. It is concluded that the incorporation of various semiotic registers (graphical, symbolic, verbal, and gestural) significantly favors the progressive development of algebraic thinking. Likewise, the teacher’s role as a mediator in the transition between registers and as a facilitator of knowledge is crucial. Recommendations are proposed for future research related to the didactic use of semiotic representations.
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Keywords
Pensamiento algebraico, Pensamiento factual, Pensamiento contextual, Pensamiento simbólico, Representaciones semióticas, Registros de representación