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This paper describes the design, implementation and results of a formative action with 61 students for primary education teachers, oriented to the development of the competence of analysis of the didactic suitability of educational videos about percentages. The a priori analysis of the video made by the researchers revealed important deficiencies in the different facets of didactic suitability, being especially relevant those detected in the epistemic dimension. Most of the students for teacher made quite relevant global assessments of the didactic suitability (70.49% considered it between low and medium) basing their judgment on the precision or degree of fulfillment of the suitability indicators in the different components. However, although the suggestions for improvement indicated are quite timely, not all students who identify weaknesses in the videos are able to explicitly make changes to the resource. [ABSTRACT FROM AUTHOR]

This paper presents the mathematical design of a small part of a reference epistemological model which, once concluded, should support the educational organization of a study process comprising: the development of the functional modelling with parameters, elementary differential calculus raison d'être in high school, and the first developments of calculus in several variables at university. Hereto we focus in the moment in which we already hold the derivative as a work tool to show the progressive development, and the relative completion of mathematical praxeologies that are built as progress gains ground in the different levels of functional modelling. This proposal is submitted from an Anthropological Theory of the Didactic scope and represents a small contribution to the didactic purpose of placing the mathematical modelling as an instrument that allows to articulate and give meaning to school mathematics. [ABSTRACT FROM AUTHOR]

In this paper are described the beliefs, conceptions and the professional knowledge that has a university professors group on the teaching of differential calculus to students of economics sciences. It is a study of cases in which participated ten mathematics professors; the data were obtained by means of an open questionnaire, that was supplied to the participating professors, with this questionnaire was requested them information related to their academic formation and their years of service as educators. The analysis was developed in function of some categories established from some systemic networks, and the results show that almost all the professors continue a traditional line at the moment to undertake the teaching of the derivative concept and they give a strong weight to the mathematical content itself, neglecting the economic content linked with the differential calculus. [ABSTRACT FROM AUTHOR]

This paper synthesizes the results of an investigation work (Montiel, 2002) about the didactic system's interaction, when these are carried out in an education scenario at distance. We report, within the socioepistemological framework and empirical evidence, how a derivative learn situation can be develop, taking this (the derivative) like variations successive organization. [ABSTRACT FROM AUTHOR]

This paper discusses the theoretical basis of a didactic proposal. It begins from the consideration that the difficulties in the learning process of mathematics among university students of sciences and engineering areas, not only obey to causes of pedagogical or technical order, but fundamentally, in the way in which the mathematical knowledge is selected, articulated and organized with didactical aims. We considered then, that the determination of "what to teach" and not only "how to teach" positivist classic posture is a didactic problem. This search has allowed us to formulate a reasonable >conjecture: it is possible to reconstruct the didactic discourse of a part of the mathematical analysis taking as a central idea the prediction notion >and its links with the Taylor's serie. In another sense, this hypothesis indicates that it is possible to redesign the curriculum and its didactic discorse around of that, we considered, was indispensable for the genesis of the knowledge. We will consider to the Taylor's serie, its contextual antecedents, motivations, situations, temporary evolutions, presentations on classic texts and possibilities of use, some still unexplored in current texts. The article provided with the theoretical base that sustained a Doctoral research in the field of Physics Didactis in Spain. [ABSTRACT FROM AUTHOR]