Desarrollo del pensamiento variacional en el grado 3° a partir de la resolución de problemas no rutinarios
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Valencia Mosquera, Dora Lina
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En esta investigación se diseñó y llevó a cabo una propuesta didáctica encaminada a potenciar el desarrollo del pensamiento variacional en el grupo de 3° de la Institución Educativa Técnico Industrial “Donald Rodrigo Tafur”, sede Antonio Nariño de la ciudad de Cali, con la resolución de problemas matemáticos no rutinarios. Consistió en un conjunto de actividades, las cuales podían o no incluir, otras actividades de simplificación y/o extensión, dependiendo del trabajo y la respuesta de los estudiantes, frente a la actividad inicialmente planteada. Los principales enfoques que guiaron el diseño fueron la Teoría de la Objetivación y la Teoría Antropológica de lo didáctico. Gracias a la aplicación de la secuencia se mejoró en los niños la competencia de identificar variables, patrones y secuencias, a través de actividades interactivas e innovadoras, como el uso de objetos didácticos en la identificación de variables, especialmente durante la aplicación del primer grupo de actividades, resaltando que la aplicación de este trabajo permitió evidenciar la importancia y necesidad de involucrar el trabajo con actividades que permitan el desarrollo del pensamiento variacional, desde la resolución de problemas no rutinarios, de manera temprana en los primeros años de escolaridad, permitiendo resolver así problemas y situaciones que se presentan en el área de matemáticas.
In this research, a didactic proposal was designed and carried out aimed at promoting the development of variational thinking in the 3rd group of the Industrial Technical Educational Institution “Donald Rodrigo Tafur”, Antonio Nariño headquarters in the city of Cali, with the resolution of non-routine mathematical problems. It consisted of a set of activities, which may or may not include other simplification and / or extension activities, depending on the students' work and response, compared to the activity initially proposed. The main approaches that guided the design were the Theory of the Objectification and the Anthropological Theory of the didactic. Thanks to the application of the sequence, the ability to identify variables, patterns and sequences was improved in children, through interactive and innovative activities, such as the use of didactic objects in the identification of variables, especially during the application of the first group of activities, highlighting that the application of this work allowed to demonstrate the importance and need to involve work with activities that allow the development of variational thinking, from the resolution of non-routine problems, early in the first years of schooling, thus solving problems and situations that arise in the area of mathematics.
In this research, a didactic proposal was designed and carried out aimed at promoting the development of variational thinking in the 3rd group of the Industrial Technical Educational Institution “Donald Rodrigo Tafur”, Antonio Nariño headquarters in the city of Cali, with the resolution of non-routine mathematical problems. It consisted of a set of activities, which may or may not include other simplification and / or extension activities, depending on the students' work and response, compared to the activity initially proposed. The main approaches that guided the design were the Theory of the Objectification and the Anthropological Theory of the didactic. Thanks to the application of the sequence, the ability to identify variables, patterns and sequences was improved in children, through interactive and innovative activities, such as the use of didactic objects in the identification of variables, especially during the application of the first group of activities, highlighting that the application of this work allowed to demonstrate the importance and need to involve work with activities that allow the development of variational thinking, from the resolution of non-routine problems, early in the first years of schooling, thus solving problems and situations that arise in the area of mathematics.
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(MEN, 1998)