Implementación de mediadores didácticos para la resolución de ecuaciones lineales con una incógnita”
Authors
Lopez Zuleta, Luis Bertulfo
Director
Content type
Documento de trabajo
Document language
EspañolPublication date
2017-09-25
Journal Title
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Abstract
La intervención inicia con una actividad lúdica de observación, análisis y cálculo, apoyada en pos-encuestas a estudiantes y a docentes de matemática, con el propósito de determinar estrategias metodológicas a partir de mediadores didácticos para detectar dificultades presentes en la modelación de situaciones problema y el manejo de ecuaciones lineales al encontrar el valor de una incógnita. Por lo cual, se implementará un proyecto de aula con los estudiantes de noveno grado de la Institución Educativa “Ángela Restrepo Moreno “(I.E.A.R.M), partiendo de procesos de lenguaje y comunicación apoyados en situaciones problema; y fundamentado en los planteamientos de Ausubel, Vygotsky, Pólya y Schoenfeld, entre otros; así como, también en los procesos del constructivismo en torno al paradigma crítico-social con orientación a la investigación-acción educativa. Desde una visión general, en la intervención se encontraron aspectos positivos, tales como: participación activa de los estudiantes, alcance de los logros esperados de la propuesta, mejoramiento del proceso de enseñanza de la resolución de las ecuaciones lineales y por ende reflexión sobre la praxis docente.
Abstract: The intervention begins with a playful activity of observation, analysis and calculation, supported by post-surveys to students and teachers of mathematics, with the purpose of determining methodological strategies from didactic mediators to detect difficulties present in the modeling of problem situations and the Handling of linear equations when finding the value of an unknown. Therefore, a classroom project will be implemented with the students of the Ninth grade of the Educational Institution "Angela Restrepo Moreno" (I.E.A.R.M), starting from processes of language and communication supported in problem situations; and based on the approaches of Ausubel, Vygotsky, Pólya and Schoenfeld, among others; as well as in the processes of constructivism around the critical-social paradigm with a focus on educational research and action. From an overview, the intervention found positive aspects, such as: active participation of the students, achievement of the expected accomplishments of the proposal, improvement of the teaching process of the resolution of linear equations and therefore reflection on praxis teacher.
Abstract: The intervention begins with a playful activity of observation, analysis and calculation, supported by post-surveys to students and teachers of mathematics, with the purpose of determining methodological strategies from didactic mediators to detect difficulties present in the modeling of problem situations and the Handling of linear equations when finding the value of an unknown. Therefore, a classroom project will be implemented with the students of the Ninth grade of the Educational Institution "Angela Restrepo Moreno" (I.E.A.R.M), starting from processes of language and communication supported in problem situations; and based on the approaches of Ausubel, Vygotsky, Pólya and Schoenfeld, among others; as well as in the processes of constructivism around the critical-social paradigm with a focus on educational research and action. From an overview, the intervention found positive aspects, such as: active participation of the students, achievement of the expected accomplishments of the proposal, improvement of the teaching process of the resolution of linear equations and therefore reflection on praxis teacher.