Propuesta didáctica para la enseñanza del concepto de coordenadas, mediante el uso de un software interactivo
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Gónzalez, Andrés Felipe
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EspañolFecha de publicación
2019-11-26
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Un concepto matemático muy utilizado, por su aplicación en ubicación, es el de coordenadas. En educación media se acentúan las cartesianas, pero se obvian otras necesarias para el estudio de algunas curvas, como las coordenadas polares. Se propuso diseñar una estrategia metodológica a partir de secuencias didácticas mediada por el GeoGebra, para construir el concepto de coordenadas. Se trata de un trabajo en el paradigma crítico (Ramírez, Arcila, Buriticá and Castrillón, 2004), modelo de investigación acción educativa (Restrepo, 2002) y método crítico social (Alvarado and García, 2008). La estrategia metodológica está diseñada en secuencias didácticas, mediadas por el conectivismo y los Estándares Curriculares del MEN. Se trabajó con un grupo de 20 estudiantes de grado 11, de la I. E. Samuel Barrientos Restrepo, a quienes se les aplicó dos pruebas escritas y la estrategia. Como conclusión, es propicio alternar, en el estudio de las coordenadas polares, el uso de GeoGebra con estrategias convencionales, que les permita conocer las particularidades del concepto, sobre todo en problemas donde el alumno se ve impulsado a la modelación de situaciones reales; se recomienda reformular la enseñanza de los sistemas de coordenadas, hacia estrategias que motiven la indagación, la experimentación y la ejecución y explicación.
Abstract: A widely used mathematical concept, due to its application in location, is that of coordinates. In secondary education, Cartesian coordinates are emphasized, but others necessary for the study of some curves, such as polar coordinates, are ignored. It was proposed to design a methodological strategy based on didactic sequences mediated by GeoGebra, to construct the concept of coordinates. This is a work in the critical paradigm (Ramírez, Arcila, Buriticá and Castrillón, 2004), educational action-research model (Restrepo, 2002) and social critical method (Alvarado and García, 2008). The methodological strategy is designed in didactic sequences, mediated by connectivism and the Curricular Standards of the MEN. We worked with a group of 20 11th grade students from I. E. Samuel Barrientos Restrepo, who were given two written tests and the strategy. As a conclusion, it is appropriate to alternate, in the study of polar coordinates, the use of GeoGebra with conventional strategies, allowing them to know the particularities of the concept, especially in problems where the student is driven to model real situations; it is recommended to reformulate the teaching of coordinate systems, towards strategies that motivate inquiry, experimentation and execution and explanation
Abstract: A widely used mathematical concept, due to its application in location, is that of coordinates. In secondary education, Cartesian coordinates are emphasized, but others necessary for the study of some curves, such as polar coordinates, are ignored. It was proposed to design a methodological strategy based on didactic sequences mediated by GeoGebra, to construct the concept of coordinates. This is a work in the critical paradigm (Ramírez, Arcila, Buriticá and Castrillón, 2004), educational action-research model (Restrepo, 2002) and social critical method (Alvarado and García, 2008). The methodological strategy is designed in didactic sequences, mediated by connectivism and the Curricular Standards of the MEN. We worked with a group of 20 11th grade students from I. E. Samuel Barrientos Restrepo, who were given two written tests and the strategy. As a conclusion, it is appropriate to alternate, in the study of polar coordinates, the use of GeoGebra with conventional strategies, allowing them to know the particularities of the concept, especially in problems where the student is driven to model real situations; it is recommended to reformulate the teaching of coordinate systems, towards strategies that motivate inquiry, experimentation and execution and explanation