La pendiente de la recta como una razón de cambio para aproximarse al concepto de derivada

Abstract

El presente trabajo se realizó mediante una secuencia didáctica utilizando las fases de apertura, desarrollo y cierre que propone Diaz-Barriga (2013), con la implementación de un Pre-test, 6 sesiones, y un Pos-test bajo la perspectiva de las representaciones semióticas de Duval (1992), en la cual los estudiantes del grado undécimo de la Institución Educativa Bello Oriente se aproximan al concepto de derivada por medio de diferentes registros matemáticos (tabular, algebraico, gráfico, entre otros), de la pendiente de una recta como razón de cambio, valiéndose del apoyo de las TIC (GeoGebra, Boliche Matemático y Excel) como medio para visualizar, representar e interactuar con los objetos matemáticos.

Abstract: This project was applied based on a perceptive sequence and by using some opening stages, the development and ending that are proposed by Diaz-Barriga (2013), the intervention was applied for the Pre-test, in the following six sessions and the Postes. This project was also applied based on semeiotics perspectives from Duval (1992), where students of 11th grade from Institucion Educativa Bello Oriente had the chance to be close to the concept of math derivative trough many math (notes or registers such as tabular, algebraic, graphing, among others). From the slope of a linear function. This goal was achieved by using some tics tools such as GeoGebra, Boliche Matemático and Excel. These tools helped students to see, represent and interact with math objects.