TY - GEN
T1 - Exclusion in the teaching of the Lebesgue integral from the socio-epistemological theory
AU - Gaete-Peralta, Claudio
AU - Huincahue, Jaime
AU - Mena Lorca, Jaime
N1 - Publisher Copyright:
Copyright 2022. © by the International Institute of Informatics and Systemics. All rights reserved.
PY - 2022
Y1 - 2022
N2 - The objective of this research was to identify, characterize and exemplify the phenomenon of exclusion caused by the School Mathematical Discourse regarding the teaching of the Lebesgue integral, based on the use of a model of exclusion from the socio-epistemological theory. In order to respond to the stated objective, a qualitative methodology was used, consisting of a documentary analysis of texts on measure theory aimed at teaching the concept of the Lebesgue integral and Lebesgue's mathematical work called Intégrale, Longueur, Aire. As a result of the research, the components of the Exclusion Model and the symbolic violence that this discourse exerts in the teaching of Lebesgue integral, through the imposition of certain meanings, procedures and arguments, became evident. Among the conclusions, it is expected that the results of this research will provide theoretical references to contribute to the redesign of the teaching of this integral, with the purpose of including the actors of the didactic system in the social construction of mathematical knowledge associated with the Lebesgue integral.
AB - The objective of this research was to identify, characterize and exemplify the phenomenon of exclusion caused by the School Mathematical Discourse regarding the teaching of the Lebesgue integral, based on the use of a model of exclusion from the socio-epistemological theory. In order to respond to the stated objective, a qualitative methodology was used, consisting of a documentary analysis of texts on measure theory aimed at teaching the concept of the Lebesgue integral and Lebesgue's mathematical work called Intégrale, Longueur, Aire. As a result of the research, the components of the Exclusion Model and the symbolic violence that this discourse exerts in the teaching of Lebesgue integral, through the imposition of certain meanings, procedures and arguments, became evident. Among the conclusions, it is expected that the results of this research will provide theoretical references to contribute to the redesign of the teaching of this integral, with the purpose of including the actors of the didactic system in the social construction of mathematical knowledge associated with the Lebesgue integral.
KW - Exclusion Model
KW - Lebesgue Integral
KW - Measure
KW - School Mathematical Discourse
KW - Socioepistemology
UR - http://www.scopus.com/inward/record.url?scp=85146930222&partnerID=8YFLogxK
U2 - 10.54808/IMSCI2022.01.82
DO - 10.54808/IMSCI2022.01.82
M3 - Conference contribution
AN - SCOPUS:85146930222
T3 - Proceedings of the International Multi-Conference on Society, Cybernetics and Informatics, IMSCI
SP - 82
EP - 86
BT - IMSCI 2022 - 16th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings
A2 - Callaos, Nagib C.
A2 - Horne, Jeremy
A2 - Sanchez, Belkis
A2 - Savoie, Michael
PB - International Institute of Informatics and Cybernetics
T2 - 16th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2022
Y2 - 12 July 2022 through 15 July 2022
ER -
