CONSIDERATIONS ON TEACHING MULTIPLICATION AS A PRODUCT OF MEASUREMENT IN THE AREA OF MATHEMATICS.

Abstract

This article aims to disseminate aspects related to the forms and meanings associated with multiplication, other than iterated addition. In this framework of ideas, a position on the multiplicative structures and specifically the category of product of measures is offered and its problematic axes are identified. Taking into account the deficit presented by the students at the moment of applying the different concepts related to multiplicative operability, as determined by the MEN in their results of the saber tests. The theoretical-descriptive methodology of documentary type was implemented. Different authors such as: Castro E; J. Hierbert & M. Behr; Reston; Shwartz, J; Raymond Duval, among others, who with their contributions from their theories, facilitate the implementation of multiplication teaching strategies, applied to the circumstances presented in their daily life, were taken as references. As a result, it was defined that the teaching and learning of this mathematical operation is fundamental the use of representation registers (cognitive semiotic theory), the concept of quantity management and the approach on the multiplicative structures and punctually the category of product of measures is proposed as a different meaning of multiplication that enhances the ternary relations. With the purpose of orienting a learning trajectory that allows characterizing the multiplicative tasks under the structure of product of measures and from the representation registers used by the students, with the implementation and analysis of the activities, the use of semiotic approaches and the characteristics for the school work of multiplication from the product of measures and its modalities will be delimited.