Planteamiento y resolución de problemas que modelan ecuaciones lineales usando como estrategia el aprendizaje activo
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Martínez González, John Jairo
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Este trabajo presenta el diseño de una secuencia didáctica compuesta por cuatro actividades para trabajar con estudiantes de grado octavo en el planteamiento y resolución de problemas que modelan ecuaciones lineales de una incógnita usando estrategias metodológicas del aprendizaje activo. Estas actividades se aplicaron a 21 estudiantes que cursan el grado 801 del Colegio Santa María de la Paz, en Bogotá. Los resultados observados a través del desarrollo de las sesiones y los diarios de campo del docente, mostraron: avances en la comprensión de conceptos matemáticos utilizados por los estudiantes para modelar y resolver ecuaciones, superación de las dificultades encontradas en el diagnóstico de entrada como datos mal utilizados, desconocimiento del lenguaje, empleo incorrecto de propiedades, errores al operar y la falta de verificación de los resultados parciales o totales; y mayor motivación hacia la clase de matemáticas.
Abstract: This paper presents a learning design, composed of four activities, to work with eighth-grade students to pose and solve problems that model linear equations with one incognita, using active learning methodological strategies. These activities were applied to 21 students who attend 801 grade at the Santa Maria de la Paz School in Bogota. The results, obtained by sessions and academic journals, showed: an improvement in the understanding of mathematic concepts used by students to model and solve equations, an overcoming difficulties encountered in the diagnostic test like missed data, lack of knowledge of the language, use inadequate of properties, operating errors and lack of verification in the partial or total results, and finally, an increase in the motivation of the class.
Abstract: This paper presents a learning design, composed of four activities, to work with eighth-grade students to pose and solve problems that model linear equations with one incognita, using active learning methodological strategies. These activities were applied to 21 students who attend 801 grade at the Santa Maria de la Paz School in Bogota. The results, obtained by sessions and academic journals, showed: an improvement in the understanding of mathematic concepts used by students to model and solve equations, an overcoming difficulties encountered in the diagnostic test like missed data, lack of knowledge of the language, use inadequate of properties, operating errors and lack of verification in the partial or total results, and finally, an increase in the motivation of the class.