ACODESA in “non-face-to-face education”

Abstract

We show an analysis of each of the stages of the acodesa teaching methodology and its implementation in non-face-to-face education. We explain each phase and the challenges to address in their implementation. This is done through an educational experiment carried out with students of a university level differential calculus course during the semester 2021-I. The didactic activity we present focuses on the notion of interval. The analysis of the data collected is qualitative and identifies the significant characteristics of an algebraic writing (Duval, 1988) that favor the distinction of an interval
when it is presented as a set, and are fundamental
in the conversion between registers. We identify the spontaneous semiotic representations (Hitt, 2003) that emerge in individual work and can be refined in the different stages of the methodology. Finally, we present a reflection on the external factors that influence the implementation of the methodology in non-face-to-face education.