Browsing by Author "Barrazueta Samaniego, Juan Fernando"

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Aprendizaje de calor, energía y leyes termodinámicas en Modellus
(2007) Barrazueta Samaniego, Juan Fernando; Avecillas Jara, Alberto Santiago
El aprendizaje de la línea recta y la circunferencia a través de secuencias didácticas de aprendizaje fundamentadas en la teoría social-cognitivo y desarrollada en geogebra
(2014) Barrazueta Samaniego, Juan Fernando; Durán Alvear, Walter Darwin
The learning of the straight line and the circumference through didactic learning sequences , the same are base on social cognitive theory and developed in Geogebra is a proposal which collects the contents from the Second Year Bachillerato Curriculum of Ecuador. It was made in Santa Maria de la Esperanza High School from Chordeleg, Azuay. This proposal has nine didactical sequences, each one consists of opening, development and closing activities which show an atractive way about how to join the theoretical- practical contents that I mentioned above and their application in the Geogebra software in active form. Also, this software allows to introduce math patterns and immediately we can see their grafic representations. This proposal followed the social cognitive theory, because the students will able to share their questions and suggest new solutions with partners and their teachers while they are working on exercises. All this procedure creates a social learning, in other words a cooperative learning process. Finally, this proposal invites to develop Math thought of each student, also it generates the student intrinsec motivation for learning and as result an excellent and functional learning of Straight line and Circumference.
Elaboración de material didáctico y guía para el laboratorio de matemáticas de la carrera de matemáticas y física de la Universidad de Cuenca, correspondiente a las unidades: conceptos fundamentales de álgebra, fracciones algebraicas, radicación y potenciación
(2015) Espinoza Chacha, Carlos Alfredo; Paucar Narváez, Edwin Martín; Barrazueta Samaniego, Juan Fernando
Preparation of teaching materials and guides for mathematics laboratory career of Mathematics and Physics at the University of Cuenca, corresponding to units: basic concepts of algebra, algebraic fractions, establishment and empowerment", is a work designed to develop educational activities that allow the student of Mathematics and Physics career reinforce topics learned in class. The following proposal contributes to the teaching and learning process of mathematics with methodology based on the use of didactic material that students can obtain and build. In the first chapter the theoretical part is developed with topics such as the traditional school, new school, didactics, meaningful learning, teaching materials and technology, in order to raise awareness of how the school has improved its teaching and learning methodology from its beginnings to the present and the importance it has had to include teaching as a teaching method. The second chapter provides a statistical analysis that was carried out by surveying students in the second cycle, the information shows the importance of teaching materials and suggests the use of these resources in teaching elementary algebra. The third chapter contains the proposal, which is itself divided into three blocks, each block contains the different topics divided into a theoretical part and a guide that students must follow step by step to develop it. The materials to be used have been developed and delivered along with this proposal and others are in the corresponding guides.
Guía didáctica basada en la aplicación de material didáctico con modelos de evaluación para los temas de ecuaciones de primer grado de noveno año de educación general básica
(2015) Castro Saltos, Andrés Santiago; Tuba Quilli, Gladys Narcisa; Barrazueta Samaniego, Juan Fernando
This paper entitled Didactic guide based on the application of teaching material with assessment models for first degree equations of ninth year of basic education is a proposal made with the aim of contributing to first degree equation teaching by methodological and assessment suggestions which can be applied by teachers in their classes to promote learning on this subject. It is also intended that these classes, based on the application of this guide, are pleasant and attractive to students so that they feel interested and achieve an effective and lasting learning process. Chapter 1 contains the theoretical part covering the following topics: mathematics, curricular reform, didactic of mathematics, teaching materials, assessment, and the didactic guide which emphasizes the importance of first degree equations of ninth year of basic education EGB. Chapter 2 provides the statistical analysis of a diagnostic made by surveys among teachers and students from the ninth year of basic education in the City of Cuenca which allows identifying the value of the didactic guide in the teaching process. Chapter 3 includes the proposal developing each one of the guides with their different sub-themes of first degree equations studied in the ninth year of basic education.
Guía didáctica de funciones exponenciales y logarítmicas aplicando el aprendizaje basado en problemas para terceros del bachillerato general unificado
(2015) Rojas Rojas, Marco Alejandro; Quituizaca Morocho, Evelin Johanna; Barrazueta Samaniego, Juan Fernando
Didactic guide of exponential and logarithmic functions by applying the problem-based learning process on Twelfth Graders is an educational resource that was developed to support teachers and students in the teaching – learning. In the first chapter of this study, some bibliographic researches about learningtheories, the teaching of mathematics, a definition and structure of a didactic guide, and a definition of problem-based learning. In the second chapter, the results of the studies conducted in the H.T. In the third chapter, eight didactic guides are created by using the PBL method. They are focused on meeting the goals and skills established by the Ministry of Education for the Twelfth Graders.
Material didáctico para: sistemas de coordenadas, gráfica de una ecuación, lugares geométricos y la recta para el laboratorio de matemáticas de la Universidad de Cuenca
(2015) Piña Criollo, Blaise Carlos; Tigre Gómez, Marco Antonio; Barrazueta Samaniego, Juan Fernando
This work consists of three chapters with which the authors show the need for the use of teaching resources for the study oftopics concerning to coordinated systems, graphs of equations, geometric locus and the straight line, belonging to the subject of analytic geometry. In Chapter I is the theoretical foundation of the work, where various types of educational theories, teaching methods, teaching and learning techniques, teaching resources, difficulties in learning mathematics, teaching resources and analytical geometry is revised , among others related to the previous contents. Chapter II presents the diagnostic part which, with a survey demonstrates the need for the use of teaching resources for the study of the aforementioned topics of analytic geometry, as well as a teaching guide that facilitates the use of these resources. Finally the Chapter III presents the proposal developed which consists of two parts which are: teaching materials and teaching guide. The teaching materials are the resources that have been developed for the study of the topics described above. The teaching guide corresponds to a set of ten practices designed so as to allow correct use of the teaching materials.
Nueva propuesta para realizar una planificación microcurricular en el área de matemáticas
(2018) Trelles Zambrano, César Augusto; Barrazueta Samaniego, Juan Fernando; Bravo Guerrero, Fabián Eugenio
An important part of the teaching- learning process is the planning. It helps teachers to guide their students due to the educator is able to identify the objectives, skills and evaluation criteria which were proposed in the curriculum and will be addressed according to the subject studied. In addition, the planning shows the best methodological strategies that will be applied, the resources that will be used during the performance of the topic, and the indicators for the performance criteria; it means, the aspects that allow to identify if the students acquired the minimum knowledge that are required and the techniques or instruments to be used in order to evaluate the new knowledge. In the methodological strategies or learning activities space is where five interesting strategies are suggested which have improved the results in the teachinglearning process of the mathematic. These strategies are: the relation, experimentation, application, cooperation and the transference, all of them known as REACT. The implementation of all these strategies in a planning makes the difference between a traditional and constructivist class, being the last one which have the best results in the mathematical education.
Técnicas de evaluación eficientes para evaluar el nivel de conocimiento de funciones lineales: propuesta metodológica
(2017) Salazar Jara, Angélica María; Barrazueta Samaniego, Juan Fernando
The present research aims to identify efficient techniques and evaluation instruments to evaluate the level of knowledge of linear functions in the first year of Unified General Baccalaureate (BGU) in the Educational Unit Gualaceo. For that, an analysis of these techniques and instruments was carried out, where the efficiency of these was considered according to the time employed by the teachers in the evaluation and aptitude to identify the errors of the students in the teaching-learning process. Finally, a proposal for evaluation was made, which was validated by an expert panel of teachers of the aforementioned institution. The information was collected through closed surveys directed to 167 students and 4 teachers of the Educational Unit Gualaceo. The data were transcribed in the IBM SPSS Statistics 22 program where they were encoded through structured matrices. After analyzing the data through tables and graphs, these resulted in a list of seven evaluation techniques and instruments, under the perception of the teachers, identifying if they are efficient for the evaluation of the linear function theme, they indicate that the evaluations Non-formal and semiformal skills are most used in the evaluation process due to the teacher's time optimization in their professional work and the ability to assess skills, attitudes and values in students. This work makes clear the difference between what is a technique and an evaluation tool.