Citas bibligráficas
Paucar, E., (2016). El uso de las situaciones de incertidumbre de la vida cotidiana para verificar el uso de la noción suceso aleatorio desde la teoría de las situaciones didácticas [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6746
Paucar, E., El uso de las situaciones de incertidumbre de la vida cotidiana para verificar el uso de la noción suceso aleatorio desde la teoría de las situaciones didácticas []. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6746
@mastersthesis{sunedu/2653255,
title = "El uso de las situaciones de incertidumbre de la vida cotidiana para verificar el uso de la noción suceso aleatorio desde la teoría de las situaciones didácticas",
author = "Paucar Chura, Elva Carmen",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
This research aims to validate an educational sequence using uncertain situations of everyday life and builds the notion of random event as a possible event, impossible event, certain event and event as more likely. It should be noted that this item is present in the guidelines of the Ministry of Education is very important in the daily lives of the students, because the uncertainties are present in reality and , before them , we need to know to make the best decisions. In addition, the teaching of probability in everyday issues is a source of development of a necessary skill in our life: the knowledge argument. For the design of a didactic sequence to develop the notion of random event, it has been fundamental theory of didactic situations Brousseau. Also, the methodological development to realize this sequence process is supported by the Teaching Engineering Artigue. Finally, we analyze the results of the experimentation of the teaching sequence and confronted with a priori analysis. This comparison allowed us to observe the achievements and difficulties presented students. From this, we can say that students respond satisfactorily achieved their tasks and, through the process of building their findings, we conclude that the students developed notions of random event, an issue we raised in our research objective. On the other hand, a very important aspect of this work is the teaching sequence generating arguments used by the students in the validation phase because the competition argument is that students should develop.
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