Symbolization of the concept of power process: Secondary school textbooks analysis

Abstract

This paper studies the development of sign systems associated with the concept of power presented in secondary school Mathematics textbooks. The treatment that texts provide of the conceptual and procedural contents associated to the concept of power is analysed in this work. For this objective, we have selected «Mathematical activity domains» (Mamona-Downs & Downs, 2002) which characterizes the concept, connecting it with the development of abstraction process stages of mathematical signs as described by Socas (1997). This analysis allows us to identify features of the concept and the lack of relevant aspects of the meaning of the concept of power.