Las ecuaciones lineales, desde situaciones cotidianas
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Arenas Suaza, Bibiana Sirley
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Resumen: la experiencia en las aulas de clase muestra en la temática de ecuaciones lineales un eje transversal con las demás ciencias del conocimiento, es por esto que esta propuesta de trabajo busca apoyar el proceso de enseñanza aprendizaje de los estudiantes del grado noveno en dicha temática, para ello se toma como referente teórico el constructivismo. Para cumplir el objetivo se inicia con la elaboración de diferentes instrumentos que permitan al educador ver la concepción que tiene el estudiante de los conceptos de variable, igualdad, ecuación y solución de ecuaciones, luego se propone iniciar una transcripción del lenguaje cotidiano al simbolismo matemático donde se evidencie si el estudiante logra identificar la importancia de cada uno de los conceptos a trabajar para finalmente entrar en la solución de la ecuación siendo enfáticos en la viabilidad de la solución
Abstract: the experience in classrooms shows in the thematic of linear equations with a transverse axis other sciences cognitive science, which is why this proposed work seeks to support the students learning process, in ninth grade in such thematic therefore taken as a reference theoretical constructivism. The meeting objective begins with the preparation of various instruments that allow the teacher to see the student who has the conception of the concepts of variable, equality, equation and solution of equations, then proposes to initiate a transcript of everyday language to mathematical symbolism where there is evidence if the student identifies the importance of each of the concepts to work and finally get the solution of the equation being emphatic in the viability of the solution
Abstract: the experience in classrooms shows in the thematic of linear equations with a transverse axis other sciences cognitive science, which is why this proposed work seeks to support the students learning process, in ninth grade in such thematic therefore taken as a reference theoretical constructivism. The meeting objective begins with the preparation of various instruments that allow the teacher to see the student who has the conception of the concepts of variable, equality, equation and solution of equations, then proposes to initiate a transcript of everyday language to mathematical symbolism where there is evidence if the student identifies the importance of each of the concepts to work and finally get the solution of the equation being emphatic in the viability of the solution