1. Repositorio Digital IPN
  2. Posgrado
  3. Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada "Unidad Legaria"
  4. Tesis
  5. Doctorado
Por favor, use este identificador para citar o enlazar este ítem: http://repositoriodigital.ipn.mx/handle/123456789/11402
Título : UN ESTUDIO SOBRE LA CONSTRUCCIÓN SOCIAL DE LA NOCIÓN DE PROMEDIO EN UN CONTEXTO PROBABILÍSTICO
Autor : Montiel Espinosa, Gisela
Fecha de publicación : 16-ene-2013
Descripción : One of the objectives of the present work is to detect the reasons by which the concept of arithmetic average is so rooted in the student who cannot come off itself and interpolates it to other areas of the mathematical task, specifically the probabilistic. We looked for to understand why the student has problems in accepting and recognizing the awaited value2 like an average in this one new scene. Once created the problem of investigation that gives origin to the present thesis work, we’ll proceed to the search of different investigations made about the “average” with the purpose of establishing an antecedent on the matter. Later an analysis of how and where is teaching the concept of average in the Mexican educative system, for this reason is necessary a revision of the training programs and text books most used by the educational one. With this we will have a panorama of the way of how its teach, to lay a way towards the understanding of how it is learned, how it is conceived and how this mathematical notion is applied. In the theoretical framework, the average will be analyzed under construction social of the mathematical knowledge, because this allows to the systemic interaction of the dimensions didactic, cognitive, epistemological and social in the study and explanation of the didactic phenomena. In the epistemological component it will established the genesis of the average, their development and its consolidation in the other areas of the mathematical one to take step to the didactic component, which will be our explanation of which is institutionally present in the Mexican educative system, because this will permit us to have a general panorama of how arises, develop, and use this notion at the school. The cognitive component permits to establish ours posture to different conflict elements in relation with the handling of the notion average. And this since the human activity affects to the own development of the mathematical one, that is an approach under the social component will let us understand why being the average a scholastic mathematical notion that all the students to know and manipulate at certain level, is not associated to only one meaning, but that is related with the context where they give use, this can be in the scholastic environment or in the daily life. With base in the compiled information we’ll design a sequence that introduces to the student in a conflict with the notion of the arithmetic average, with the purpose that he notices that it is not possible to transfer, just like that, the mathematical concept to the theory of the probabilities, and understand that this notion is to him insufficient to solve a random situation. Of such form that can be determined a link or bridge that allows toconnect to the deterministic and random scenes, to the work with this notion. Also the bases for future investigations whose element modeler average (expected value) in probabilistic context.
URI : http://www.repositoriodigital.ipn.mx/handle/123456789/11402
Otros identificadores : http://hdl.handle.net/123456789/906
Aparece en las colecciones: Doctorado

Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
De la Cruz_2007.pdf3.48 MBAdobe PDFVisualizar/Abrir
De la Cruz_2007.pdf3.48 MBAdobe PDFVisualizar/Abrir
Mostrar el registro Dublin Core completo del ítem


Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.