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Título : Análisis Sobre el Razonamiento en el Aprendizaje de los Conceptos de la Geometría Analítica: El Caso Particular De Las Secciones Cónicas Aplicando El Modelo De Van Hiele
Autor : Zúñiga Silva, Leopoldo
Lezama Andalón, Javier
Fecha de publicación : 16-ene-2013
Descripción : It’s known that a great amount of the students of all the levels believe that the mathematics are not for them, or that they don’t that talent, as if were more characteristic or genetic inheritance, and not a process of a learning. Among the most important factors in this situation there are, on one hand, the characteristics of traditional education, as the excess in the education of the use of algorithmics methods and the lack of search of alternative strategies of learning by the professors, and, on the other hand, the limitations of the structure of the educational model in our country, such as the toughness of the plans and training programs, and the little time that is assigned for the study of the contents in the classroom. In agreement with the INEGI, in the year of 1997 a total of 880 thousand students of High School level had pending matters (failed) in their curriculum, which represents the 41. 6% of the total of the students of the country. Within the matters that contribute more to this statistic are, of course, the mathematics (and in general the matters of the of exact sciences area). The analytical geometry is one of the matters involved in that situation and comprises important in currícula of the High School. He is one of the main axes of the mathematics within the High School in our country, because it requires the student to be able to continue his instruction in this educative level and the superior one. In this frame, this investigation was made with the purpose of contributing, according to our possibilities, the contribution of elements that make possible a better learning of analytical geometry. The main intention was to analyze the reasoning of High School students in the process of learning of the conical ones. To achieve this model of Van Hiele used as methodical theoretician reference. This model has two parts: first of them is descriptive, in which a sequence of types of reasoning is identified, calls reasoning levels, through which the capacity of mathematical reasoning of the individuals progresses since they initiate his learning until they arrive at a maximum degree of intellectual development in this field. The other part of the model provides the professors the directives on how they can help their students so that they can reach a reasoning level, these directives are known as phases of learning. One of the important findings of this thesis is that when applying the model of Van Hiele the student carries out a process of reasoning by means of learning experiences that are from the specific activities (on the basis of the model) that the teacher designs. And it is on the basis of that process of reasoning that the student generates the understanding on the mathematical objects in study. This investigation lets glimpse that it is possible to approach matters like analytical geometry in a didactic atmosphere based on the idea that the student learns doing. Is very important to let the student explore and he discovers the characteristics of the figures that he studies by himself and, in interaction with his companions and the professor, he can construct his own knowledge.
URI : http://www.repositoriodigital.ipn.mx/handle/123456789/11582
Otros identificadores : http://hdl.handle.net/123456789/1118
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