Description

This article focuses on how students learn to convert given representations in natural language (problem slogans) into representations expressed in algebraic writing. It is considered a qualitative approach based on grounded theory, with a line of training related to pedagogical practice and a thematic area corresponding to Disciplinary and Media Didactics and an interpretive paradigm. A teaching proposal to promote conversion learning through problem solving was applied, where linear equations with an unknown variable intervene. Among its main results are: the identification and characterization of the types of conversions and errors when solving problems. Regarding one of the main conclusions, there is the mistaken idea that some teachers have when they assume that the cognitive activity of conversion arises spontaneously in the students.