Situaciones didácticas para la enseñanza del concepto de función y sus características con uso de software

Abstract

Mathematics is taught without relating it to reality, this causes disinterest and low learning results, consequences of an obsolete methodology that focuses teaching on a lecture and learning on the mere repetition of steps. That is why the present research aimed to analyze the application of didactical situations, based on Guy Brousseau’s theory, for the teaching of functions, while relating its content with real situations and Tracker and GeoGebra software are used; with the purpose of determining if the applied methodology generates better knowledge and skills than the traditional methodology. To achieve this goal, quasi-experimental research was developed by selecting two groups of students, one experimental and a control one, with a total of 56 students. 4 didactical situations were developed in which the experimental group was intervened while the control group worked with a traditional methodology; among the taught subtopics are: concept of function, graph, modeling, domain, range and increasing or decreasing. A pre-test and post-test were also applied to both groups and with the results two Student t tests were carried out. The results and discussion allowed to conclude that before the intervention, the groups did not have a significant difference in their knowledge, but after the intervention there was a significant difference between the two groups, which evidenced and confirmed that didactical situations generated better learning in the students of the experimental group and related the contents with the reality.