La noción de función como objeto a enseñar y como objeto enseñado: Análisis de un proceso de transposición didáctica

Abstract

In this paper we analyze the transformations experienced by the mathematical object "function" to be introduced into the Spanish secondary school mathematics, using the theory of didactic transposition. This analysis is based on the official syllabuses and on a sample of students' classroom notes. The described institutional rapport to the concept of function can be considered as explanatory variables for the students' personal meanings about functions. As some of these rapports may give rise to didactic obstacles one should take them into account to when planing the teaching of the topic.