Estrategias metodológicas y recursos didácticos para la enseñanza de la transformación del lenguaje verbal al lenguaje algebraico en ecuaciones

Abstract

The objective of this degree work is to select methodological strategies for teaching the transformation of verbal language to algebraic language in equations, by gathering information and developing a didactic proposal focused on the subject. Teaching through traditional methods, the limited or misuse of didactic resources has caused problems for students, generating gaps in certain topics such as the transformation of languages, because they learn mechanically, that is, they do not relate with its context; Therefore, the teacher must use a constructivist approach based on experiences, application of methodological strategies and the use of material, whether technological or concrete; in order to generate interest in the student capable of solving problems in their environment, becoming the main actor of their knowledge. It is known that a large percentage of students have difficulty in transforming verbal language into algebraic language in equations due to several factors, so they, as future teachers, choose to work with a constructivist or mixed approach on the subject, in addition, they are They tend towards techniques that promote camaraderie, non-routine activities and didactic guides that help them organize the subject with respect to time, to generate meaningful learning in the student body. Due to the aforementioned, two didactic guides are proposed, one directed to the teacher that goes together with the student's guide; In which there are activities with several resources and methodological strategies in an alternate way that go according to the topic, as well as examples from daily life to demonstrate the relationship that exists with the environment, so that students build their own learning in a meaningful way.