El Instituto Politécnico Nacional
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http://repositoriodigital.ipn.mx/handle/123456789/11437| Título : | Funciones cognitivas: un análisis cualitativo sobre el aprendizaje del cálculo en el contexto de la ingeniería |
| Fecha de publicación : | 16-ene-2013 |
| Descripción : | This thesis is a report of a study of cognitive character in regard to learning two variable function and partial derivative concepts, in engineering context, prepared by a team of multivariable calculus students in Industrial Engineering and Systems at Tecnológico de Monterrey, Campus San Luis Potosí, México. This study is embraced within the line of investigation of mathematics in sciences context (Camarena, 2000) and performed cognitive analysis is based on Reuven Feuerstein cognitive theory, particularly about his proposal about cognitive functions and cognitive map (Feuerstein, 1977), and the theoretical model of the triangle phenomenologiesgeneralizations-notations as well, for the mathematic concepts learning significance analysis, by Godino & Recio (1998). In prior investigations performed in the above mentioned line, and the theory supporting this as well, it is maintained that in contextual didactical scenarios, learning with meanings of interest for the student is favored, with a sense in the scope of his school condition. This has caused to investigate about what happens to a cognitive level in students in this type of didactical environments. This way, the investigation had as a goal analyzing cognitive functioning of students sub ject to a learning experience about calculus contents designed specifically in the engineering context. First, a preliminary didactical study was performed, which was comprised of two parts: i) an analysis about the mentioned career study plan, and courses analytical programs and the text books used on them as well, with the purpose of determining calculus contents used in areas of engineering field of studies; ii) a study about calculus students cognitive functions in a typical problem situation of traditional didactical system, with the purpose of characterizing cognitive order elements involved in solving a mathematical problem from the point of view of the used theory, and useful as an immediate reference for the experience development in context since there wasn’t any background about the theory in use (at least, not in the calculus area, in the higher level of teaching, and a learning experience in context). Next, based on the results obtained in the preliminary didactical study above mentioned, a did actical scenario was designed involving a problematic situation en the engineering context, where least squares method is used to determine the regression straight line in a collection of experimental data. In the resolution process of this problematic sit uation cognitive functioning of students is analyzed in regard to the conceptualization of a two variable function and partial derivative from the theory of cognitive functions already point out. Finally, a global analysis of experience is carried out and conclusions, comments and suggestions are presented. Work carried out contributes to the Matemática Educativa in several aspects, among them: it offers a way to study and explain what happens in the student cognitive aspect when learning is given in scenario in context; particularly, it is proposed a systematic form of analyzing cognitive processes in a learning mental act, based on Feuerstein’s cognitive functions theory, Godino and Recio conceptual triplet (phenomenologies, generalizations and notations), and an own theoretical resource emerging as a need in the development of investigation: learning mathematical-cognitiv e acts. |
| URI : | http://www.repositoriodigital.ipn.mx/handle/123456789/11437 |
| Otros identificadores : | http://hdl.handle.net/123456789/957 |
| Aparece en las colecciones: | Doctorado |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| zuniga_2004.pdf | 509.26 kB | Adobe PDF | Visualizar/Abrir |
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