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espanolLas conexiones matematicas representan una meta en el curriculo de diversos paises, por lo que han sido objeto de investigacion en Matematica Educativa. El presente articulo esta inserto en esta linea y busca responder la pregunta ?Que conexiones matematicas realizan los estudiantes universitarios que cursan carreras afines a la matematica cuando resuelven tareas que involucran a las funciones exponencial y logaritmica? Las conexiones matematicas se entienden como un proceso en el que una persona establece una relacion verdadera entre dos o mas ideas, conceptos, teoremas, procedimientos y significados entre si, con otras disciplinas o con la vida real. El estudio emplea a la Entrevista Basada en Tareas (previamente validadas) para la colecta de datos, los cuales fueron analizados utilizando el analisis tematico. Los resultados obtenidos indican la aparicion de seis tipologias de conexiones matematicas: parte-todo, caracteristica, significado, procedimental, reversibilidad y representaciones diferentes y una inclinacion, por parte de los estudiantes, para dar respuesta a las tareas que se asocian con la funcion exponencial. EnglishMathematical connections are a goal in the curriculum of several countries, so they have been the subject of research in Educational Mathematics. This article is inserted in this line and seek to answer the question: What mathematical connections do university students who study careers related to mathematics make when they solve tasks that involve the exponential and logarithmic functions? Mathematical connections are understood as a process in which a person establishes a true relationship between two or more ideas, concepts, theorems, procedures and meanings with each other, with other disciplines or with real life. The study uses the Task Based Interview (previously validated) for data collection, the results of which were analyzed using thematic analysis. The results obtained indicate the appearance of six types of mathematical connections: part-whole, characteristic, meaning, procedural, reversibility and different representations and an inclination, on the part of the students, to respond to the tasks that are associated with the exponential function. |
