Pensamiento geométrico, teoría de van hiele y tecnologías computacionales
This study presents the results of the work “Development of geometric thinking applying technologies and Van Hiele’s theory”, which was developed in an official educational establishment in the municipality of Corozal - Sucre, Colombia in 2016, as a result of the research carried out by the author i...
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| Formato: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2021 |
| País: | Colombia |
| Recursos: | Corporación Universidad de la Costa |
| Repositorio: | Repositorio REDICUC |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.cuc.edu.co:11323/8741 |
| Acesso em linha: | https://hdl.handle.net/11323/8741 https://doi.org/10.17981/cesta.02.01.2021.04 https://repositorio.cuc.edu.co/ |
| Access Level: | acceso abierto |
| Palavra-chave: | Diseño cuasiexperimental Estrategia didáctica Modelo de Van Hiele Pensamiento geométrico Software Cabri Quasi-experimental design Didactic strategy Van Hiele model Geometric thinking Cabri software |
| Resumo: | This study presents the results of the work “Development of geometric thinking applying technologies and Van Hiele’s theory”, which was developed in an official educational establishment in the municipality of Corozal - Sucre, Colombia in 2016, as a result of the research carried out by the author in completion of Master’s studies in Education, Unicórdoba - Colombia. Objective— In this work it was tried to determine the incidence of the use of didactic strategies in the advance of the spatial reasoning of the schoolchildren, based on the “Technologies and the theory of Van Hiele”. Methodology— A quasi-experimental design was used, with quantitative methods to establish inferences about the performance of the students when performing the pretest and posttest validation of learning. Results— Se puede señalar un avance en la comprensión del pensamiento espacial en los escolares de sexto grado de un establecimiento educativa oficial del municipio de Corozal, Sucre, Colombia a través de la intervención con estrategias didácticas que emplearon “Tecnologías y la teoría de Van Hiele”. Conclusions— The use of technology became an element of relevant value, the students showed greater interest and evidenced a genuine participation and commitment to their learning. The Van Hiele model was validated as a tool to measure the progress that students had in learning quadrilaterals, moving from the visualization level to the informal deduction level. |
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