Propuesta para la enseñanza en el aula del concepto de variable algebraica a través de situaciones problema
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Valencia Muñoz, Paula Andrea
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Resumen: Se observa en los estudiantes del grado séptimo de la I. E. Antonio Derka Santo Domingo, serias dificultades para comprender e identificar de modo flexible el significado del concepto de variable algebraica en diversos contextos. Motivo por el cual se ha pensado en un trabajo que busca servir como base para que el concepto de variable algebraica pueda desarrollarse en sus diferentes usos y significados. Dicho trabajo ha sido estructurado en cuatro capítulos: Los dos primeros están orientados al diseño teórico, donde se plantea el problema, la pregunta orientadora del proceso y los referentes conceptuales y teóricos de la experiencia. Se abordan los siguientes componentes: Enseñanza para la comprensión, variable algebraica, aprendizaje significativo, proyecto de aula y situación problema. En el tercer capítulo se hace referencia a la metodología empleada, a la prueba diagnóstica y al diseño de un proyecto de aula encaminado a la comprensión del concepto de variable a través de situaciones problema. Y finalmente, se propone un espacio en el que se presenta una posición crítica y sustentable de las conclusiones determinadas durante el análisis del diagnóstico y las respectivas recomendaciones.
Abstract: It is observed in the seventh grade students EI Antonio Derka Santo Domingo, serious difficulties in understanding and identifying flexible way the meaning of the concept of algebraic variable in different contexts. Why has thought of a work that seeks to serve as a basis for the concept of algebraic Variable can develop in different uses and meanings. This work has been divided into 6 chapters: The first three are oriented to the theoretical design, where the problem arises, the guiding question of process and conceptual references and theoretical experience. Algebraic variable, meaningful learning, classroom project and problem situation: The following components are addressed. In the next two chapters refer to the methodology, the diagnostic test and the design of a classroom project aimed at understanding the concept of variable across situations problem becomes. Finally, a space that allows a critical and sustainable position of certain conclusions when analyzing the diagnosis and the respective recommendations proposed
Abstract: It is observed in the seventh grade students EI Antonio Derka Santo Domingo, serious difficulties in understanding and identifying flexible way the meaning of the concept of algebraic variable in different contexts. Why has thought of a work that seeks to serve as a basis for the concept of algebraic Variable can develop in different uses and meanings. This work has been divided into 6 chapters: The first three are oriented to the theoretical design, where the problem arises, the guiding question of process and conceptual references and theoretical experience. Algebraic variable, meaningful learning, classroom project and problem situation: The following components are addressed. In the next two chapters refer to the methodology, the diagnostic test and the design of a classroom project aimed at understanding the concept of variable across situations problem becomes. Finally, a space that allows a critical and sustainable position of certain conclusions when analyzing the diagnosis and the respective recommendations proposed