Uso de los errores matemáticos como dispositivo didáctico para generar aprendizaje de la racionalización de radicales de tercer orden.
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Abstract
This article shows the results of the research: “Use of mathematical errors to generate learning of the rationalization of third order radicals”. In order to achieve this aim a quasi experimental design with control and experimental group with application of the pretest and posttest was used. The research hypothesis was: “There was not main difference between the learning of the students who use their errors as beginning of knowledge versus the learning of the students who do not use their errors as beginning of knowledge”. It was found that there was a significant difference between the experimental group and the control group with a confidence level of 95%. In consequence, the students who used their errors as beginning of knowledge learned better than the students who did not use their errors as beginning of knowledge
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