Intervention based on the theory of semiotic registers to improve performance in integers among eighth-grade students
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| 著者: | , , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2026 |
| その他の書誌記述: | Many historical difficulties in understanding mathematical concepts remain a challenge for students today. This is particularly true for negative numbers. Scientific literature identifies that the primary difficulties in learning integers are the correct interpretation of negative numbers and performing operations involving them. It has been observed that eighth-grade students at a public school in the department of San Salvador, El Salvador, face various difficulties when operating with integers, despite this content is officially introduced at the beginning of seventh-grade mathematics. The scientific literature highlights the importance of employing diverse semiotic representation registers in the classroom, noting that traditional teaching methods often fail to incorporate these various forms. Therefore, the aim of this study is to improve the performance of these eighth-grade students in the topic of integers and their basic operations. The methodology followed a mixed-methods action research approach with a pre-test, intervention, and post-test design. The instructional intervention consisted of workshops based on the Theory of Registers of Semiotic Representation. Quantitative results show a significant improvement in performance regarding operations with integers due to the intervention. Qualitative analysis indicates that students face greater difficulties in converting from verbal to numerical register and in providing adequate arguments for properties within the verbal register. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/6678 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/rcifem/article/view/6678 |