Bibliographic citations
Vidal, P., (2016). Secuencia didáctica para la enseñanza de los cuadriláteros con estudiantes del 5° grado de educación primaria basada en el modelo de Van Hiele [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6666
Vidal, P., Secuencia didáctica para la enseñanza de los cuadriláteros con estudiantes del 5° grado de educación primaria basada en el modelo de Van Hiele []. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6666
@mastersthesis{sunedu/2655005,
title = "Secuencia didáctica para la enseñanza de los cuadriláteros con estudiantes del 5° grado de educación primaria basada en el modelo de Van Hiele",
author = "Vidal Chavarria, Pedro Manuel",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
A didactic proposal is exposed in this thesis for teaching quadrilaterals based on the Van Hiele model to fifth grade elementary school students. This model consists of two aspects, which are the descriptive and the prescriptive one. The descrptive one aims to identify a student’s level of reasoning, and the prescriptive one, which is the methodological part, allows for designing activities in each level of reasoning, which may allow the student to move to the inmediate superior level of reasoning. This way, we are looking to identify the educational practices that contribute to students reaching a more assertive attitude in geometric definition appropriation, and to establish relations between the properties of the quadrilaterals. On the other hand, the research–action methodology aims to improve the teaching practice by integrating intellectual work and reflection with experience. Applying a didactic proposal, designed in didactic activities, allows us to analyze and describe the acquisition process of the reasoning levels in elementary students on the quadrilateral mathematical object. This allows us to state that applying a sequence of didactic activities, whose design is based on the Van Hiele model, allows fifth grade elementary students to achieve the II level of geometric reasoning.
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