La solución de ecuaciones, lineales y cuadráticas, desde una perspectiva geométrica; análisis disciplinar y didáctico
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Bastidas Cuesta, Luis Eduardo
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Trabajo de grado - Maestría
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EspañolFecha de publicación
2013
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La falta de motivación de algunos estudiantes del ciclo IV (Grado octavo y noveno) de Educación Básica Secundaria hacia el álgebra, en el colegio oficial Liceo Nacional Antonia Santos de Bogotá, entre otras razones, se presenta por la falta de sentido y significación de los conceptos y procesos relacionados con ella. Para minimizar esta problemática se propone una serie de talleres cuya base fundamental es el álgebra geométrica de los griegos como herramienta didáctica, con los cuales se pretende que el profesor y el estudiante den mayor sentido y significación a la solución de ecuaciones lineales y cuadráticas reconociendo que la herramienta presenta limitaciones para la generalización del proceso.
Abstract: The lack of motivation in some students of cycle IV (eight and nine grade) in high school towards on algebra, on the official school ”Liceo Nacional Antonia Santos” of Bogotá, in others reasons, it is present by the deficiency of sense and signification of concepts and process related with it. To minimize this problematic, we suggest a series of workshops in which is very important the geometrical algebra of the Greeks as a tools of didactic, in which it pretends that the teacher and student have to give more sense and meaning in the solution of equations lineal and quadratics, recognizing that this tool has limitations for the generalization of the process.
Abstract: The lack of motivation in some students of cycle IV (eight and nine grade) in high school towards on algebra, on the official school ”Liceo Nacional Antonia Santos” of Bogotá, in others reasons, it is present by the deficiency of sense and signification of concepts and process related with it. To minimize this problematic, we suggest a series of workshops in which is very important the geometrical algebra of the Greeks as a tools of didactic, in which it pretends that the teacher and student have to give more sense and meaning in the solution of equations lineal and quadratics, recognizing that this tool has limitations for the generalization of the process.