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Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This article analyses the levels of knowledge and use of mathematical language that students possess and employ during their initial teaching training for the program of mathematics in a Colombian public university. The research specifically proposes to establish the level of knowledge and use of mathematical language among these students, what level of math skills they use and their competence to communicate in writing their knowledge. The research design is descriptive and in field, where a sample group of 92 students from an initial teacher training program who were enrolled in subjects of discipline axis of Maths were taken into consideration. On the basis of the written problem solving level, the knowledge and use of mathematical language used by students was determined. The results show ignorance and misuse of language and mathematical symbols, rules of logic and reasoning are limited, which creates difficulties in understanding and solving mathematical problems. It was also determined that students have greater difficulties in translating the everyday language to formal, in identifying mathematical objects and work with concepts that merit logical demonstrations. Students also have an insufficient level of knowledge and use of mathematical language, a low mathematical ability and more competition to decipher the mathematical language to verbal than verbal language to encrypt mathematical language. [ABSTRACT FROM AUTHOR]

This article is a report of a broader investigation, whose objective is to evaluate the changes or modifications in the students' ability to articulate various records of semiotic representation with respect to the notion of function in students enrolled in the Differential Calculus course of two engineering programs in a public university. The research takes as frame of reference the articulation the work of several researchers, especially Duval and Hitt's. The methodology used is both quantitative and descriptive. Data were collected through an eight-items test, using different records of representation regarding the concept of function. The test was applied at the beginning of the experiment; then, a pedagogical intervention was performed, in relation to the concept of function based on the articulation of several records of semiotic representation, after which a new application of the test was implemented. The results show the detected conceptions between students at two different times of the semester, by comparing the data obtained in the pretest and post-test. The student's notion of function does not correspond to a formal definition; instead, they show a series of conceptual variations that, in some cases, are closer to an intuitive notion. [ABSTRACT FROM AUTHOR]

This study aims to assess the understanding of the notion of function and the ability to articulate different semiotic registers for representation by new students in the university in Colombia. Immediate context is taken as the Faculty of Engineering at a public university. Epistemologically the study is based on symbolic interaction by analyzing the meanings that students attributed to this mathematical concept when addressing problem solving. The methodology, therefore, is qualitatively and use of theoretical coding is done. For analysis of the results it has been applied grounded theory with a structured approach. The information generated by this study corresponds to a test that showed students two graphic representations with the intent to identify which of them was a function, besides which should argue their response. Altogether 86 arguments around the concept are analyzed. Data analysis was done through atlas.ti 7.0 software. The system allows a glimpse of emerging categories the following findings: conceptual deficiencies, diversity in conceptual approaches, conceptual referents, semiotic representations, and finally highlight the various conceptual variations. [ABSTRACT FROM AUTHOR]