Abstract

© 2019 Pontificia Universidad Javeriana. All rights reserved.This research analyzes the representativeness of the intended meanings for the function in the Chilean mathematics curriculum. To do so, two things are carried out: the reconstruction of the reference holistic meaning through a documentary review of historical-epistemological studies, and the determination of the intended meaning for the function in the Chilean mathematics curriculum by analyzing the study programs and the suggested textbooks. The results allow to evaluate the mathematical richness of the intended meanings in the Chilean curriculum. In addition, they provide information that teachers should know in order to appropriately manage the student’s learning.