Modificaci？3n de un conflicto semi？3tico en un ambiente de trabajo colaborativo

this paper presents an analysis of mathematical activity developed by two students in a course on didactic of variation which belongs to the program of teachers formation in basic education with emphasis in mathematics from the universidad distrital francisco jos？？ de caldas, bogot？？. it describes and analyzes the use that those students did about alphanumeric algebraic register to solve a modeling problem related to the linear function when they were involved in a learning environment that promotes collaborative work. the analysis evidence the presence of semiotic conflicts and the change from interactional conflict into a cognitive conflict. this analysis allows characterizing the semiotic conflicts emergence and how they are handled by the students, providing useful information for understanding the learning processes of students trying to become a mathematics teacher in a classroom context in which the solving of problems is adopted.