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http://repositoriodigital.ipn.mx/handle/123456789/11467| Título : | Elementos Para El Diseño De Una Secuencia Didáctica Para El Estudio De La Ecuación Vectorial De La Recta |
| Autor : | Castañeda Alonso, Apolo |
| Fecha de publicación : | 16-ene-2013 |
| Descripción : | This work proposed to identify conceptions in the students with respect to the vectorial equation of the straight line, with the intention to offer elements that orient the design of a didactic sequence for the study of this concept; which comprises of the subject of analytical geometry at superior level in the Faculty of Mathematics in U.A.D.Y. Interest appeared in knowing how difficult it is for the students to work in a three-dimensional system and the handling of vectors. Of such form that begins east work analyzing the productions of the students in the study of the vectorial equation of the straight line and of where one concludes that between the students it exists a strong emphasis in reproducing the work of the professor and the inability to understand the elements that conform the vectorial equation of the straight line. Before the necessity to make a study to offer information for an experimental design, it is decided on didactic engineering since allows to consider the actors of the didactic system of isolated form and simultaneously to establish links between them, to relate them in a sociocultural scope. The three dimensions that engineering considers didactic are boarded in different degree. The epistemologic dimension is formed for an historical approach to the vector concept. With respect to the didactic dimension, it was considered in books that were reported by the professor in the preparation from its classes on the subject from our interest. The cognitive dimension tries to identify a student’s notions of the students about the vectorial equation of the straight line. In order to approach the cognitive dimension a questionnaire was designed, by means of which one was to identify ideas associated to the straight line and the vectors. And interviews were made to deepen in their slight knowledge on the vectorial equation of the straight line and to identify mental models that do not favor the study of the vectorial equation of the straight line. As result is obtained that the straight term widely is known and they associate it to his daily life, nevertheless some interpretations occur that take them to think about the straight line like something finite. The term vector seems to remain in the scholastic language, since little they can report that it is not become attached to the definitions seen in the classroom. The students have generated models mental where some of the propose characteristics by Fischbein can be observed, as they are coercive when considering the vector direction like part of the straight line or to assume that they cannot add a vector and a point; and perseverance when they consider when climbing that it affects to the vector direction like a positive number. From the conclusions that report the cognitive dimension exist elements that seem to prevent the understanding of the vectorial equation of the straight line. In such a way that we considered to have identified some elements that can orient the design of didactic situations for the study of the vectorial equation of the straight line. Nevertheless, there are aspects that can be developed, as a study of the scholastic practice; or to deepen, like the epistemologic dimension directed to the evolution of the vectorial equation of the straight line. |
| URI : | http://www.repositoriodigital.ipn.mx/handle/123456789/11467 |
| Otros identificadores : | http://hdl.handle.net/123456789/988 |
| Aparece en las colecciones: | Doctorado |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| jarero_2006.pdf | 980.03 kB | Adobe PDF | Visualizar/Abrir |
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