Estudio de los polinomios en contexto

the research aims to describe how to build eighth graders, the concept of a polynomial. although the study is based on the cognitive theory of advanced mathematical thinking (amt), specifically in the elementary mathematics (calvo, 2001), there was need for teaching and epistemological analysis from other theoretical frameworks as socioepistemología, in the absence of a notion resignificar and recover the complexity of the objects studied (colin, martinez and farfán, 2006). methodologically this research lies in the qualitative paradigm, is descriptive, interpretative and exploratory. to compare and analyse information was analysed didactic, cognitive and epistemological consistent with the framework socioepistemológico. the findings may be summarized as follows: (a) the school used interchangeably discourse the notion of polynomial as a polynomial, polynomial function and expression in a polynomial algebraic (b) the historical study allowed an epistemological approach and the notion arose and evolved in every culture, observing the indiscriminate use of it, as does the school address and (c) the actors understand and assimilate the concept when they transit from arithmetic to algebra in different contexts, giving different meanings to the concept, thus securing a break from their practices algebra arithmetic.