The real problem and perception in the conservation of perimeter and area
Main Article Content
Abstract
The aim of this study is to describe the evolution of the students regarding the conservation of the perimeter and the area, before and after a course of Calculus with emphasis in the solution of real problems and the perception. The subjects were students of second semester of Industrial Design, with ages comprised between 16 and 19, of both genders. The methodology has as its aim to solve problems which are reproducible in the reality, and whose answers are verifiable through perception and measurement. I was found that the methodology attained that 36,36% evolved from one stadium to another of upper level in the conservation of the perimeter, whereas in the conservation of the area 72,7% evolved from one stadium to another of upper level.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Chamorro, C. & Belmonte, J. (2CCC). El problema de la medida: Didáctica de las magnitudes lineales. Madrid: Síntesis
Del Olmo, M., Moreno, M. & Gil, F. (1993). Superficie y volumen: ¿Algo más que el trabajo con fórmulas? Madrid: Síntesis.
Dickson, L., Brown, M. & Gibson, O. (1991). El aprendizaje de las matemáticas. Madrid: Labor.
Godino, J. (s.f.) Didáctica de las Matemáticas para Maestros. Consultado en: http://www.ugr.es/local/jgodino/edumat-maestros/
Morris, Ch. & Maisto, A. (2CC5). Introducción a la psicología. México: Pearson.
Poblete, A. & Díaz, V. (1999). Evaluación de tipos de problemas de derivación. Educación Matemática, 11 (1), 47-56.
Pozo, J. y Gómez, M. (2CCC). Aprender y enseñar ciencia. Madrid: Morata.