Artículos
Vol. 26 No 2 (2023): Julio
Aprender funciones como un proceso de matematización progresiva: estudiantes de secundaria enfrentado una secuencia didáctica de caída libre
Universidad Autónoma del Estado de México, México
Instituto Politécnico Nacional, México
Résumé
Cette recherche examine comment les élèves du secondaire comprennent et développent le concept de fonction à travers une séquence didactique qui utilise la chute libre comme phénomène d'étude. Encadrée dans l'Éducation Mathématique Réaliste, la séquence favorise un apprentissage actif et encourage la transition de la connaissance informelle vers la connaissance formelle. La méthodologie comprend des étapes d'anticipation, d'expérimentation, d'analyse à l'aide du logiciel Tracker et de formulation algébrique. Ce design didactique motive les élèves à passer d'une perception intuitive à une compréhension abstraite et générale des fonctions. Les résultats soulignent des progrès dans la capacité des étudiants à relier différentes représentations de fonctions, graphiques, algébriques, tabulaires ou descriptives. L'utilisation de l'outil Tracker a été fondamentale pour soutenir la visualisation et l'analyse des données. La recherche conclut que la mathématisation progressive et l'apprentissage actif sont utiles pour une compréhension intégrale et polyvalente des fonctions.
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