(871) EVALUATION OF SECONDARY STUDENTS’ UNDERSTANDING OF ARITHMETIC MEAN

摘要

In this paper, we describe an exploratory study oriented to evaluate understanding of arithmetic mean in a sample of 84 first grade secondary school students, who were given a questionnaire with seven open tasks. We classify the semiotic conflict that appear in the partly correct or incorrect responses, that is, the interpretation of representations, procedures, language or properties that do not coincide with mathematical interpretation. We also compare our results with previous research, which has mostly been carried out with upper level students. In this sense, we provide original information, since research on students’ understanding of average at this age is scarce.