From a socioepistomological view, the intertwined social practices and self-generated social representations, establish a dialog different from the prevailing school discourse. In this report, we reflect about mathematics majors' argumentations about the geometric construction of the quadratic and logarithm functions using a geometric dynamic system. This work has been developed using the engineering didactic as a research method hence we include some reflections from the mathematical school discourse, from the epistemology of the logarithm function, and a brief state of the art about these notions.
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