Mathematization: A teaching strategy to improve the learning of Calculus
Abstract
This article summarizes an experiment conducted with the students of the Biotechnology degree in order to evaluate their learning after mathematization and mathematical modeling in Calculus teaching strategy. In this sense, it describes and interprets the process with a qualitative-interpretive methodology, with a holistic and integrative evaluation of a qualitative, continuous and cyclical nature —that creatively combines formal and informal procedures, as well as individualized with a humanistic approach— that can be generated under this teaching strategy, as well as a contribution to learning of Calculus.
Downloads
References
Barraza Macías, A. (Universidad P. de D. (2017). La construcción de preguntas de Investigación dentro de la Metodología Cualitativa con una orientación interpretativa. Revista Electrónica Praxis Investigativa ReDIE, 9(16), 69–74.
Córdoba, F. (2011). La modelación en Matemática Educativa : una práctica para el trabajo de aula en ingeniería (Tesis de maestria). Instituto Politécnico Nacional, México D.F., México.
Edwards, B. S., Dubinsky, E., & McDonald, M. A. (2005). Advanced Mathematical Thinking. Mathematical Thinking & Learning, 7(1), 15–25. https://doi.org/10.1207/s15327833mtl0701_2
Martínez, A. M., Cobos, J. C. Torres, E. (2015). Matematización y modelización: experiencias y saberes. Una propuesta de aula. Monografías - Instituto de Investigaciones en Matemáticas Aplicadas y en Sistemas. UNAM, 5(22), 9–22. https://doi.org/10.15332/erdi
Rojas Maldonado, E. R. (2017a). Deficiencies in the evaluation of learning in Mathematics at the higher level. Revista de Estudios Clínicos e Investigación Psicológica, 7(14), 182–192.
Rojas Maldonado, E. R. (2017b). La formación profesional y la enseñanza con tecnología. En Reflexiones sobre Innovación Educativa en la Universidad Michoacana de San Nicolás de Hidalgo (1a ed., pp. 85–102). Morelia, México: Universidad Michoacana de San Nicolás de Hidalgo.
Tall, D. (1995). Cognitive growth in elementary and advanced mathematical thinking. PME conference, 1(July), 1–61.
Vera, A., & Moreno, D. (2015). Una perspectiva de la modelación desde la socioepistemología. Revista latinoamericana de investigación en matemática educativa, 18(1), 19–48. https://doi.org/10.12802/relime.13.1811
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
