Criteria that guide a teacher’s practice when teaching exponential and logarithmic functions
DOI:
https://doi.org/10.1590/S1678-4634202450267455esKeywords:
Didactic suitability criteria, Exponential function, Logarithmic function, Teaching practice, Emergency remote teachingAbstract
This article aims to infer the criteria that guide the practice of a Mathematics teacher in Mexico in classes on exponential and logarithmic functions in high school. This qualitative research deals with a case study in which a semi-structured interview with Professor Paul and 15 video recordings of his classes on exponential and logarithmic functions taught through emergency remote teaching were used as a source of information. As a theoretical reference, to analyze the video recordings of the classes taught by Professor Paul, the didactic analysis model proposed by the ontosemiotic approach to mathematical knowledge and instruction was used, particularly the didactic suitability criteria were used both in the design of the protocol interview as well as for the analysis of the responses. The results demonstrate that the teacher bases his practice on cognitive, epistemic, ecological, and interactional criteria. Furthermore, he promotes the mechanization of procedures and, does not establish or use the relation (inverse) between the two functions, which is a plausible explanation that its students will have the difficulties reported in the literature.
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