Indirect measurement of distances and pre-service mathematics teachers' meanings of trigonometric notions
DOI:
https://doi.org/10.47553/rifop.v99i38.2.99006Abstract
Content knowledge is a critical aspect of a mathematics teacher’s education. One of the phenomena reported in this regard is the limited uses and meanings of trigonometric notions underlying school trigonometry. Faced with this problem, in this study we proposed a dual objective: to design and implement a situation of indirect measurement of distances oriented to elicit the confrontation and re-signification of trigonometric notions by a group of pre-service mathematics teachers; and to confront the epistemological proposal taken as a basis for the intervention instrument with empirical evidence. We carried out the study through a cycle of research design and making use of several of the socio-epistemological theory’s tools. As part of the results, we provide evidence of: two moments of confrontation and re-signification experienced by the participants –associated with the linear and arithmetic meaning of trigonometric notions–; the viability of the starting epistemological hypothesis; and, some additional didactic phenomena.
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