Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0)Falk de Losada, MaríaGuerrero Morales, Lexander2023-07-272023-07-272023-06-14http://repositorio.uan.edu.co/handle/123456789/8312Raymond Duval's theory of semiotic representations constitutes a semiotic approach to Mathematics Education that proposes explaining complex phenomena such as the cognitive functioning of Mathematical Thinking and comprehension in mathematics, starting only by taking into account such representations and their transformations.La teoría de las representaciones semióticas de Raymond Duval constituye una aproximación semiótica a la Educación Matemática que propone explicar fenómenos complejos tales como el funcionamiento cognitivo del Pensamiento Matemático y la comprensión en matemáticas, partiendo únicamente de tener en cuenta a tales representaciones y sus transformaciones.spaAcceso abiertopensamiento matemáticocomprensión matemáticaRepresentaciones semióticasproblemas retadoresTesis y disertaciones (Maestría y/o Doctorado)Mathematical thinkingmathematical understandingsemiotic representationschallenging problemsinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Alves Ferreira, P. E., & Corio De Buriasco, R. (2013). Análise interpretativa de produções escritas em uma tarefa de matemática que envolve gráfico de linha. In SEMUR (Ed.), VII Congreso Iberoamericano de Educación Matemática (pp.2292-2299). Montevideo: SEMUR.Arslan, Ç., & Altun, M. (2007). Learning To Solve Non-routine Mathematical Problems. Elementary Education Online, 6(1), 50-61.Arteaga-Martínez, B., Macías, J., & Pizarro, N. (2020). La representación en la resolución de problemas matemáticos: un análisis de estrategias metacognitivas de estudiantes de secundaria. Uniciencia, 34(1), 263-280.Aydan Kaplan, H., & Argün, Z. (2017). Teachers’ Diagnostic Competences and Levels Pertaining to Students’ Mathematical Thinking: The Case of Three Math Teachers in Turkey. Educational Sciences: Theory & Practice, 17(6), 2143–2174.Baldinger, E. E. (2019). Reasoning about student written work through selfcomparison: how pre-service secondary teachers use their own solutions to analyze student work. Mathematical Thinking and Learning, 22(1), 56-78Ballester, S., Santana de Armas, H., Hernández, S., Cruz, I., García, M., Álvarez, A., .. . Torres, P. (2000). Metodología de la enseñanza de la matemática (Vol. I).La Habana: Pueblo y Educación.Bartell, T., Webel, C., Bowen, B., & Dyson, N. (2013). Prospective teacher learning: recognizing evidence of conceptual understanding. Journal of Mathematics Teacher Education, 16(1), 57–79.Beghetto, R. A. (2017). Lesson unplanning: toward transforming routine tasks into nonroutine problems. ZDM Mathematics Education, 1-7.Boonen, A., Van Wesel, F., Jolles, J., & Van Der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research(68), 15-26.Bustanul, R., & Rahmawati, D. (2017). Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya’s Stages. International Education Studies, 10(10), 20-28.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/