Elaboración de recursos educativos para el aprendizaje de la hipérbola para el laboratorio de matemáticas y física de la Universidad de Cuenca

Abstract

The present graduation work is directed at the implementation of educational resources that facilitate the learning of Analytical Geometry; In a concrete way the contents about the hyperbola, in the students of Mathematics and Physics of the University of Cuenca. It should be mentioned that the composition of the proposal is developed on the basis of three chapters, which states the use of educational resources as a new teaching and learning strategy for both teacher and student in the study of the hyperbola, which our work is entitled: "Elaboration of educational resources for learning the hyperbola for the Mathematics and Physics Laboratory of the University of Cuenca". Chapter I examines the development of the educational process in the classroom, where pedagogical currents converge; For this we analyze the study of authors who represent the constructivist approach. All this approach towards the teaching and learning of mathematics, specifically to the study of Analytical Geometry in which teaching materials for learning are described. In Chapter II, we present the diagnostic part, that is to say what refers to the statistical part of our investigation; Where a survey is used as the main tool for collecting data. This allows identifying the problematic that exists in the learning of Analytical Geometry, in the topic of the hyperbola. At the same time, it supports the creation of educational resources such as: a didactic guide and concrete material that supports both the teacher and the student in the construction of knowledge. Finally, Chapter III shows the structure of the proposal; Which is made up of 8 practices to be carried out on a geo-plane. At the same time these have been elaborated based on a didactic guide which allows the correct use of the concrete materials created for each practice. All these educational resources linked to the construction of knowledge by the student and that serve as support in the advancement of the contents raised in the subject.