Conceptualization of Function Mathematics Content

understandings of undergraduates

Abstract

In this article, the importance of the perception of ruptures, affiliations and conceptual beliefs in the conceptualization of specific knowledge by the future mathematics teacher will be presented, through the understandings, of a group of undergraduates, about the implications of this process, comprising the following question: How can undergraduates progress in the conceptualization development process during initial training? To this end, the category of analysis study of specific knowledge was organized in the light of the Theory of Semiotic Representation Registers and the Theory of Conceptual Fields. The conclusions indicate that the conceptualization of the specific content is essential for the future teacher, making it necessary, in this process, to identify and face elements such as conceptual ruptures, affiliations and possible beliefs about the concepts, which can be obtained from learning situations.