Implication of the limit in the teaching of Mathematics in secondary education in Nicaragua

Abstract

This article is the result of an investigation that aimed at the analysis of the mathematical organization in textbooks of eighth and tenth grade of secondary school in Nicaragua on the approach of those topics that study rational functions and successions. For the development of this contribution, documentary research and the analysis of the methodological treatment that the texts made to the indicated mathematical objects predominated. Based on the results obtained, we proceeded to develop a proposal that, in addition to evidencing the mathematical organization presented in the texts, could reflect reflections on improvement for the methodological and didactic implication of the concept of limit in the teaching of the topics. The main results highlight the fact that in books in Nicaragua, the way in which the approach of rational functions and successions in the discipline of Mathematics is proposed, presents considerable limitations in terms of didactic organization, conceptual limit inclusion, and functional analysis that guarantees the correct performance of the student in higher education contents. The suggested action proposal is an opportunity to generate new paradigms in Mathematics Education in Nicaragua because it offers a didactic approach in accordance with the gnoseology of the notion of the limitations attached to the contents of rational functions and successions.