Propuesta didáctica para la enseñanza de proporcionalidad a estudiantes de grado séptimo haciendo uso del aprendizaje significativo en diversos contextos
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Serrano Flórez, Claudia Bibiana
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En este trabajo se hace una propuesta didáctica para mejorar el aprendizaje de los conceptos involucrados en la proporcionalidad. A través del uso del Aprendizaje Significativo como estrategia metodológica, la propuesta se hace para estudiantes de ciclo tres, específicamente de grado séptimo. En este trabajo se hace una reflexión sobre el uso de los conceptos de razón y proporción en diversos contextos, con el fin de trabajar la transversalidad de las matemáticas con otras ciencias y la vida cotidiana. El contexto del trabajo está dado por aspectos histórico epistemológicos, aspectos disciplinares y el marco didáctico. La secuencia didáctica está formada por las actividades que fueron implementadas y aplicadas a los 32 estudiantes de grado séptimo del Liceo Colombia, en Bogotá, con el objetivo principal de mejorar su aprendizaje en el razonamiento proporcional.
Abstract: This work is a didactic sequence is made to improve the learning of some concepts related to proportionality. Through Significant Learning as a methodological strategy, we made a sequence for cycle three students, specifically seventh grade. We consider the use of ratio and proportion concepts in different contexts, in order to work with them in mathematics together with other sciences and common daily activities. The context of the work is given by epistemological historical aspects, disciplinary aspects and the didactic framework. The didactic sequence consists of the activities that were implemented and applied to the 32 seventh grade students of the Liceo Colombia, in Bogotá, with the main objective of improving their learning in proportional reasoning.
Abstract: This work is a didactic sequence is made to improve the learning of some concepts related to proportionality. Through Significant Learning as a methodological strategy, we made a sequence for cycle three students, specifically seventh grade. We consider the use of ratio and proportion concepts in different contexts, in order to work with them in mathematics together with other sciences and common daily activities. The context of the work is given by epistemological historical aspects, disciplinary aspects and the didactic framework. The didactic sequence consists of the activities that were implemented and applied to the 32 seventh grade students of the Liceo Colombia, in Bogotá, with the main objective of improving their learning in proportional reasoning.