Resumo

CEDILLO AVALOS, Tenoch Esaú. El álgebra como lenguaje alternativo y de cambio en las concepciones y prácticas de los profesores de matemáticas. Perfiles educativos [online]. 2003, vol.25, n.101, pp.50-65. ISSN 0185-2698.

In a research carried out during three years with a sample of 800 teachers, the author studied the transformations in concepts and practices of secondary education teachers when they practise teaching applying a non conventional didactic approach to algebra, in which algebra is seen as a language and its teaching process is based on the same principles as the teaching of mother tongue. The results suggest that this way to deal with teaching helps to promote important changes in the ideas about teaching, learning and school mathematics. In this article, the author discusses the didactic model that was used, describes the theoretical and methodological aspects of the project and presents the results within the framework of this field's research literature.

Palavras-chave : Ideas about teaching; School practices; Algebra teaching; Language acquisition.