Diseños didácticos para el aula taller como estrategia en la construcción de estructuras para la enseñanza del álgebra
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Toro Aguiar, María Victoria
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La propuesta de diseños didácticos para el aula taller, como estrategia en la construcción de estructuras para la enseñanza del álgebra, es una investigación en profundización, que se basa en un estudio de campo exploratorio y descriptivo, que pretende describir los hechos, tal cual se encuentren y contribuir de una manera práctica en la generación de situaciones con sentido para los estudiantes y que les permitan construir referentes algebraicos significativos, que logren afianzarse en su estructura cognitiva. Las muestras utilizadas son grupales, es decir, estudios de casos o de grupos y el método utilizado es el inductivo, ya que se parte de observaciones particulares que permiten llegar a unas conclusiones de carácter general. Se desarrolló en la Institución Educativa Ángela Restrepo Moreno, ubicada en el corregimiento San Antonio de Prado, perteneciente a Medellín, con la participación de los estudiantes de octavo y noveno grado, los cuales mediante una encuesta diagnóstica mostraron sus fortalezas y debilidades algebraicas, que sirvieron de insumo para la puesta en práctica de la unidad didáctica a desarrollar en el presente trabajo
Abstract: The proposed didactic designs for the classroom workshop, as a strategy to build structures for the teaching of algebra, is an investigation in depth, which is based on a field study, exploratory and descriptive studies, since it is intended to Describe the facts, and as such are to contribute in a practical way in generating meaningful situations for students and allow them to build significant concerning algebraic, that become part of their cognitive structure. The samples used are group, ie, case studies or group and the inductive method is used because it is of particular observations that can reach some general conclusions. It was developed in the Educational Institution Ángela Restrepo Moreno, located in the village San Antonio de Prado, located in Medellin, with the participation of students in the eighth grade, which means a diagnostic survey showed their strengths and algebraic weaknesses, which served as input for implementation of the teaching unit to develop in this paper
Abstract: The proposed didactic designs for the classroom workshop, as a strategy to build structures for the teaching of algebra, is an investigation in depth, which is based on a field study, exploratory and descriptive studies, since it is intended to Describe the facts, and as such are to contribute in a practical way in generating meaningful situations for students and allow them to build significant concerning algebraic, that become part of their cognitive structure. The samples used are group, ie, case studies or group and the inductive method is used because it is of particular observations that can reach some general conclusions. It was developed in the Educational Institution Ángela Restrepo Moreno, located in the village San Antonio de Prado, located in Medellin, with the participation of students in the eighth grade, which means a diagnostic survey showed their strengths and algebraic weaknesses, which served as input for implementation of the teaching unit to develop in this paper