Aproximación a la identificación de relaciones funcionales de tipo lineal por medio de tareas que enfatizan la constante de proporcionalidad
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Betancur Peláez, Susana
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2019
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El concepto de función lineal, a pesar de ser uno de los ejes conceptuales que guarda mayor trascendencia en la educación matemática, genera múltiples dificultades en la comprensión por parte de los estudiantes, debido a que su estudio suele llevarse a cabo desde un enfoque tradicional que enfatiza la mecanización de procedimientos y la aplicación de algoritmos, sin realizar una construcción conceptual de la función ni de la función lineal como tal. Por ello en este trabajo se propuso presentar a los estudiantes de Noveno grado de la Institución Educativa Débora Arango Pérez, algunas tareas (término acuñado desde la Teoría de la Actividad) de proporcionalidad directa que enfatizan la constante de proporcionalidad y parten de situaciones cotidianas, encontrando que la idea de relación funcional está presente en los estudiantes de manera cualitativa, específicamente la de relación funcional de tipo lineal, y que su identificación se promueve tras el contacto con situaciones de cambio, variación y movimiento.
Abstract: The linear function concept, despite of being one of the core ideas that provide the greatest transcendence in math education, generates multiple difficulties in students’ comprehension due to its study is used to be carried out from a traditional approach that is emphasized in procedure mechanization and algorithm application, without making a conceptual construction of the function nor the linear function itself. That is why in this dissertation, some direct proportionality tasks, term taken from the Theory of the Activity, that emphasize the proportionality constant and they start from current situations, were proposed to be presented to Débora Arango Pérez Educational institution ninth graders, finding that the functional relation idea is immersed in a qualitative way in the students, specifically the linear type functional relation, and its identification is promoted through the contact of change, variation and movement situations.
Abstract: The linear function concept, despite of being one of the core ideas that provide the greatest transcendence in math education, generates multiple difficulties in students’ comprehension due to its study is used to be carried out from a traditional approach that is emphasized in procedure mechanization and algorithm application, without making a conceptual construction of the function nor the linear function itself. That is why in this dissertation, some direct proportionality tasks, term taken from the Theory of the Activity, that emphasize the proportionality constant and they start from current situations, were proposed to be presented to Débora Arango Pérez Educational institution ninth graders, finding that the functional relation idea is immersed in a qualitative way in the students, specifically the linear type functional relation, and its identification is promoted through the contact of change, variation and movement situations.