Diseño de una propuesta para un proceso de enseñanza-aprendizaje de las inecuaciones lineales, con mediación de las TIC, para los estudiantes sordos
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Bohórquez Vahos, Luis Fernando
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Resumen: es un hecho más que conocido la dificultad que tienen en general los estudiantes con las matemáticas y en particular para los estudiantes discapacitados, como es el caso de los estudiantes sordos de la Institución Educativa Francisco Luis Hernández Betancur. Por lo tanto, en esta investigación se propone la enseñanza de las inecuaciones lineales para el grado 11 con ayuda de las TIC, en particular se utiliza el software Geogebra; además, como marco teórico se utiliza la teoría APOE, en la cual se realiza la descomposición genética que permita abordar de una mejor manera la temática de las inecuaciones lineales y de sus conceptos asociados. Durante el desarrollo de la investigación se realizan pruebas de diagnóstico y de seguimiento, tanto en papel como con la ayuda del software, con el fin de realizar un seguimiento y evidenciar los pasos del objeto, las inecuaciones, por las diferentes etapas: acción, proceso, objeto y esquema. Se encontró grandes dificultades para dar la respuesta en forma de los intervalos y como conjunto; mientras que el manejo algebraico mejoró considerablemente.La propuesta de enseñanza sobre el concepto de inecuaciones lineales, pretende facilitar al estudiante sordo, la comprensión de dicho objeto, utilizando para ello el resolver ejercicios y problemas con mediación de las nuevas tecnologías, con la finalidad de que desarrollen competencias de interpretación, argumentación y proposición; o según el ICFES, en la prueba de matemáticas se definen tres competencias que recogen los elementos centrales de los procesos de pensamiento que se describen en los Estándares Básicos de Competencias: interpretación y representación; formulación y ejecución; y argumentación. (ICFES, 2014).
Abstract: it is a known fact but generally have difficulty with math students, particularly for students with disabilities, such as deaf students of School Francisco Luis Hernandez Betancur. Therefore, in this study the teaching of linear inequalities to grade 11 with the help of ICT proposed, in particular the Geogebra software is used; Additional theoretical framework APOS theory is used, in which the genetic decomposition that allows for a better way to address the issue of linear inequalities and their associated concepts are made. During the development of research diagnostic tests and monitoring are performed, both on paper and using the software, in order to track and demonstrate the steps of the object, the inequalities, through different stages: action, process object and scheme. Great difficulties to give the answer in the form of intervals and as a whole was found; while the algebraic handling improved significantly. The proposed teaching on the concept of linear inequalities, aims to facilitate the deaf student understanding of the object, using the exercises and problems solving mediation of new technologies, in order to develop skills of interpretation, argument and proposition; or by the ICFES, in the mathematics test three competencies that reflect the core elements of the thought processes that are described in the Core Competency Standards are defined: interpretation and representation; formulation and implementation; and argumentation. (ICFES, 2014).
Abstract: it is a known fact but generally have difficulty with math students, particularly for students with disabilities, such as deaf students of School Francisco Luis Hernandez Betancur. Therefore, in this study the teaching of linear inequalities to grade 11 with the help of ICT proposed, in particular the Geogebra software is used; Additional theoretical framework APOS theory is used, in which the genetic decomposition that allows for a better way to address the issue of linear inequalities and their associated concepts are made. During the development of research diagnostic tests and monitoring are performed, both on paper and using the software, in order to track and demonstrate the steps of the object, the inequalities, through different stages: action, process object and scheme. Great difficulties to give the answer in the form of intervals and as a whole was found; while the algebraic handling improved significantly. The proposed teaching on the concept of linear inequalities, aims to facilitate the deaf student understanding of the object, using the exercises and problems solving mediation of new technologies, in order to develop skills of interpretation, argument and proposition; or by the ICFES, in the mathematics test three competencies that reflect the core elements of the thought processes that are described in the Core Competency Standards are defined: interpretation and representation; formulation and implementation; and argumentation. (ICFES, 2014).