Estrategias y recursos didácticos para la enseñanza de triángulos esféricos rectángulos

Abstract

This degree work develops a proposal of active strategies and teaching resources in certain topics of spherical trigonometry for the first cycle of the career of Pedagogy of Experimental Sciences. The purpose of the work is to improve the level of abstraction of: formulas, definitions, theorems, three-dimensional figures, etc. that require deeper spatial reasoning and vision. It is important to provide teachers with other ways to explain the subject considering that each student learns differently; for this, the proposal was based on Ausubel's constructivism and significant learning theory, where the student is the generator of his own learnings and relates previous knowledge to new knowledge. In addition, by applying qualitative focus group techniques to students, and interviews with teachers, the problem was highlighted that the subjects had little time load causing them to be seen quickly; leading the student to memorize formulas, concepts, theorems, properties, etc. abstractly losing the relationship of their knowledge with a physical plane and isolating it from the concrete. Therefore, the need to incorporate teaching strategies and resources to improve their understanding and generate more lasting learning is considered. Finally, two texts were developed, one for the teacher and one for students, documents containing eight classes, oriented to the use of a number of strategies such as: inverted classroom, group workshops, forums, exploratory questions, play activities, among others; and, teaching resources such as: software, web tools 2.0, concrete material; pretending to make classes more meaningful, innovative, dynamic and that students develop collaborative and autonomous work.