The table object: an epistemological, cognitive and didactic study

Abstract

The research focuses on the table as a learning object to be treated in the early grades of school. First develops an epistemological historical study that clarifies the constituent elements of the table, and its status is examined in the school context under exploratory data analysis. The thesis provides guidelines for the treatment table in the classroom maintaining high cognitive demands, characterizing in detail semiotic representations underlying theoretical and conceptual structures that emerge in the process of conceptualization of the table. Research shows clearly the status of the table paramathematics in the national curriculum, which relegates tool and not considered a subject of education, and elucidates the cognitive demand that involves students studying the table, exploring a taxonomy and tabular a proposal for critical teaching, aimed at developing the skills of representation and analysis of data for decision-making.