La teoría de las situaciones didácticas como metodología de enseñanza para la modelación matemática de ecuaciones en el tercero de BGU de la Unidad Educativa Remigio Crespo Toral

Abstract

Mathematical modeling is a skill that holds a prominent place within the Ecuadorian educational curriculum and contributes to the comprehensive education of students. However, the lack of educational resources and the absence of effective teaching methodologies hinder its proper learning. In this context, the main objective of the present research was to measure the impact on academic performance of a teaching proposal for mathematical modeling of functions and equations using the didactical situations methodology of Brousseau on students in the Third Year of High School at the Remigio Crespo Toral Educational Unit located in the rural village of La Asunción in Girón, Azuay. A quasi-experimental study with correlational scope was conducted, in which students previously followed a conventional study routine for topics such as linear, quadratic, exponential, and logarithmic functions. Subsequently, a pretest was conducted to assess the group's performance. Next, eight working sessions were carried out during which the didactical situations were applied. Finally, a postest was conducted to evaluate the results after the intervention. In this way, through the student's t test and the analysis of variance (ANOVA), a significant difference was obtained between the pretest and postest scores (p-value < 0.05). Therefore, it was determined that the application of didactical situations as a teaching strategy significantly influenced the improvement of academic performance.