Teaching linear equations through duval’s semiotic registers: didactic strategies in tenth grade.

Abstract

The teaching of algebra, particularly linear equations, faces persistent challenges due to traditional practices that prioritize the mechanization of algorithms over conceptual understanding. Addressing this reality, this research was grounded in Duval’s theory of semiotic registers to strengthen mathematical thinking. The primary objective was to analyze the impact of implementing instructional strategies, based on the coordination of multiple representations, on the understanding and resolution of linear equations among tenth-grade students. Methodologically, the study adopted a quantitative approach with a quasi-experimental pretest and posttest design, applied to a purposive sample of 60 students. During the intervention, activities designed to foster conversion and treatment among algebraic, graphic, verbal, and tabular registers were implemented. The results demonstrate a significant improvement in student academic performance and a notable reduction in errors associated with the interpretation of equalities and transposition processes. It is concluded that moving beyond single-register instruction fosters deep learning, validating the relevance of these strategies for developing solid algebraic competencies at the secondary level.