Bibliographic citations
Doria, S., (2018). Análisis de una situación didáctica para la enseñanza del valor absoluto en alumnos de educación secundaria [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/12337
Doria, S., Análisis de una situación didáctica para la enseñanza del valor absoluto en alumnos de educación secundaria []. PE: Pontificia Universidad Católica del Perú; 2018. http://hdl.handle.net/20.500.12404/12337
@mastersthesis{sunedu/2658964,
title = "Análisis de una situación didáctica para la enseñanza del valor absoluto en alumnos de educación secundaria",
author = "Doria Rodríguez, Sahara Zulema",
publisher = "Pontificia Universidad Católica del Perú",
year = "2018"
}
Many investigations have reported the errors that the students present when they solve equations and inequalities with absolute value, which are evidence of epistemological and didactic obstacles. To consider the absolute value of a number as the number without sign is an epistemological obstacle and the interpretation of the absolute value of a number as a symbol that must be eliminated mechanically is a didactic obstacle. These obstacles are associated with the teaching of absolute value from the arithmetic context. In this research we analyze the Peruvian curriculum proposal, which proposes to teach the absolute value from this context, in view of it, we propose to design a system to teach the absolute value as a function, with the purpose of evaluating the students' performance when they solve equations and inequations from the functional context. This research, takes as a theoretical basis the theory of didactic situations and follows principles of didactic engineering in the methodology. In addition, it incorporates the cohesive analysis for the design of the didactic sequence, as well as to enrich the conclusions. First, a cohesive analysis of the students' answers was made, where the errors they presented were identified, and the implications between them. These results, together with those of the preliminary analysis, were used to design the problem situation. Then, the experimentation was carried out, which consisted of three activities applied in two sessions with third grade students of secondary school whose ages range from 13 to 14. Finally, the a posteriori analysis and the cohesive analysis of the students' answers were carried out, concluding that the students improved their performance when they solved equations of the type | x | = a y | x + a | = b, resorting to the graphical solution and avoiding the mentioned errors of epistemological and didactic origin.
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