Implications in the teaching of mol

In chemistry education it is important to highlight the relationship and contributions that can be derived from the study of chemical language, specifically the interpretation of the conceptual redefinition of mol present in some Historical Scientific Texts, In this sense, this research carried out an analysis of the terminological structure of the definitions to establish the implications that this process entails in its teaching. The methodological research process was qualitative and interpretative, allowing to establish some characteristics that make up a definition (processing of concreteness, consistency and brevity and processing of the use of technicalities) and important elements to be taken into account in its teaching (restructuring of school and university textbooks, synonymy and polysemy, terminological composition of definitions and restructuring of the conceptual definition of mol). Finally, it will be presented that it is a challenge for teaching and educators to link or articulate the dissemination, the updating of textbooks and the restructuring of reflective processes to understand this concept.