Resumo

TORRES CORRALES, Diana del Carmen  e  MONTIEL ESPINOSA, Gisela. The mathematical disarticulation in Engineering. An alternative for its study and alertness, from Mathematics Education. Nóesis, Rev. cienc. soc. [online]. 2020, vol.29, n.58-1, pp.24-55.  Epub 06-Fev-2023. ISSN 2395-8669.  https://doi.org/10.20983/noesis.2020.3.2.

We present the results and analysis of the documentation of the scenery, a first stage of a research in Mathematics Education that uses the Socio-epistemological Theory and the Ethnographic Method to identify and characterize the uses of the trigonometrical notions that are present in direct-kinematics problems in Robotics from Mechatronics Engineering, in particular in the context of professional engineering training in a Mexican university. We give evidence that even though a curricular articulation is present, it is insufficient to cope with the necessity of a robust articulation of uses of trigonometric notions where the construction of visual references is highlighted as a context that gives meaning to mathematical knowledge, but is absent in Mathematics courses where Trigonometry is taught. We conclude by specifying two non-mathematical social variables that are important for our research and pose a hypothesis for the next stages.

Palavras-chave : Mathematics Education; Socio-epistemological Theory; Ethnographic Method; Engineering Education; Trigonometry.

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