La derivada: Una propuesta de enseñanza desde la cognición situada

Abstract

The present thesis addresses the teaching of derivatives from the perspective of situated cognition, as there are some complications in understanding the concepts of derivatives, their applications, and solving contextualized problems. The causes of this problem are varied: lack of prior knowledge, the abstract nature of the topic, lack of practice with contextualized exercises, demotivation, and the decontextualization of the subject. To address this problem, a bibliographic investigation on the approach of situated cognition was conducted, followed by field research with a qualitative methodology using interview techniques to obtain qualitative data. This data was later classified and interpreted to provide a real overview of the problem. Finally, a didactic teaching guide with a situated cognition approach was created, which includes contextualized exercises, instructions for explaining concepts through their contextualization, reference images, activity proposals, tasks, and practical exercises, with the aim of promoting a more contextualized teaching of derivatives.