Construcción del concepto de variable mediante el uso del aprendizaje significativo, para estudiantes de grado octavo
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Montoya Hernández, Carmen Danelly
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Trabajo de grado - Maestría
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EspañolFecha de publicación
2017-05
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En el presente trabajo se desarrolla una propuesta didáctica cuyo objetivo es analizar el concepto de variable desde diferentes puntos de vista (históricos, epistemológicos, disciplinares y didácticos) para diseñar una serie de actividades que faciliten la comprensión del concepto a los estudiantes de grado octavo. La propuesta se diseñó con base en el aprendizaje significativo, razón por la cual en las actividades se incluyeron temas relacionados con situaciones cotidianas o de interés para los estudiantes; con estas actividades se abordó el concepto de variable como incógnita y como número generalizado. La propuesta se implementó con 41 estudiantes de los grados octavos de la institución educativa El Triunfo del municipio de El colegio en el departamento de Cundinamarca. A los estudiantes se les aplicó una prueba de diagnóstico relacionada con aritmética y variación, cuyo análisis permitió identificar algunas dificultades al respecto de estos temas que son básicos para el aprendizaje del álgebra. Antes de aplicar la propuesta que aquí se presenta se trabajaron las deficiencias identificadas en la prueba mencionada para facilitar su implementación. Luego de la aplicación de las actividades se hizo un análisis cualitativo basado en las respuestas de los estudiantes a los diferentes problemas planteados en las guías.
Abstract: The present document analyzes the concept of variable in mathematics from different points of view (historical, epistemological and didactic) to facilitate understanding of the concept for eighth graders. The work was designed based on meaningful learning, treating with daily situations or interesting topics for students which were included in the different activities that make up the didactic approach. Through these activities the concept of variable as unknown and as a generalized number was addressed. The didactic approach was implemented with 41 eighth grade students in the school “El Triunfo” located in the town El Colegio, Cundinamarca. A pre-test was applied to students; a quantitative analysis made it possible to identify some difficulties in the fields of arithmetic and variation. These fields are very important for the learning of algebra then, based on the pre-test results activities, were done to overcome the difficulties of the students and in this way facilitate the implementation of the activities of the didactic approach. Later on, these the activities of the didactic aproach were implemented and qualitatively analyzed.
Abstract: The present document analyzes the concept of variable in mathematics from different points of view (historical, epistemological and didactic) to facilitate understanding of the concept for eighth graders. The work was designed based on meaningful learning, treating with daily situations or interesting topics for students which were included in the different activities that make up the didactic approach. Through these activities the concept of variable as unknown and as a generalized number was addressed. The didactic approach was implemented with 41 eighth grade students in the school “El Triunfo” located in the town El Colegio, Cundinamarca. A pre-test was applied to students; a quantitative analysis made it possible to identify some difficulties in the fields of arithmetic and variation. These fields are very important for the learning of algebra then, based on the pre-test results activities, were done to overcome the difficulties of the students and in this way facilitate the implementation of the activities of the didactic approach. Later on, these the activities of the didactic aproach were implemented and qualitatively analyzed.