Secuencia de Enseñanza - Aprendizaje de Ecuaciones Lineales con una Incógnita en el Nivel Bachillerato
A significant percentage of high school students tend to have notable problems when asked to solve first grade equations. Some more common problems are: they find it difficult to isolate the unknown in an equation (De Moreno and de Castellanes (1997); they do not know what is the order to be followe...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | español |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/2846 |
| Acceso en línea: | http://ricaxcan.uaz.edu.mx/jspui/handle/20.500.11845/2846 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA [4] Ecuaciones Lineales Secuencia Bachillerato |
| Sumario: | A significant percentage of high school students tend to have notable problems when asked to solve first grade equations. Some more common problems are: they find it difficult to isolate the unknown in an equation (De Moreno and de Castellanes (1997); they do not know what is the order to be followed when transposing the terms (Rojano 2010), They operate incorrectly, do not know the properties of equality and real numbers, do not use parentheses correctly and ignore the meanings of the equal sign (Ruano, Socas and Palarea, 2008). Generally, the solution strategies used by learners come from a mechanical and repetitive reasoning that consists of mentioning phrases such as: “what is adding happens subtracting” or “what is dividing happens multiplying”, derived mainly from the speech used by the teacher, but without understanding the foundation of these techniques. The objective of this research is to design and validate a didactic sequence that addresses the process of understanding the topic "linear equations with one unknown." To achieve this objective, the Theory of Didactic Situations (Brousseau, 1986) and Didactic Engineering (Artigue, 1995) were used as a methodology. From these, a preliminary analysis was carried out with 4 approaches, which resulted in the need to design a teaching sequence made up of 3 activities that were taken to the classroom, to later analyze the students' productions. Derived from the application of the sequence, it was possible for the students to understand the process of solving a first degree equation with one unknown; didactic material and symbolic language were used simultaneously to prevent the student from remaining anchored in the analogy of the balance; An important advance was obtained in the students' learning, because 17 answered the equation correctly in the final evaluation, contrasting with the two students who were able to solve the equation proposed during the diagnostic test. This research favors the improvement of teaching performance and contributes to the work of Educational Mathematics. |
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