El concepto de variaciòn sus inicios en la educación básica y repercusión en el Nivel Superior.
In Mexico the students have a first contact with the variation concept in the basic educational level, however, only the direct and inverse proportional variation is worked and most of the times it’s on a mechanic way and without the student giving sense to the use of the concept; what is manifest...
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| Formato: | article artículo publishedVersion |
| Lenguaje: | Español |
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
2018
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| Acceso en línea: | http://hdl.handle.net/2133/11935 http://hdl.handle.net/2133/11935 |
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| Sumario: | In Mexico the students have a first contact with the variation concept in the basic
educational level, however, only the direct and inverse proportional variation is worked
and most of the times it’s on a mechanic way and without the student giving sense to the use of the concept; what is manifested when tries to solve problems. The use of the
direct proportional variation is reduced to the use of rule of three. When the students
reaches superior school level, this way to work the variation concept prevails and that
avoids among another things the analysis of the global behave of different functions
that results essential in the calculus courses. This situation motivated the activities
design that included the analysis of different functions, were worked in the class room
by means of discussion in students groups. Twenty-five 18-19 year old Mexicans
students participated in the research, because is essential that the students that get in
university can identify that the relation between the variables of a problem is not always
proportional. In the two documented activities was identified that the use of values table
and the graphic exploration helped the reflection of the students. |
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