Bibliographic citations
Almonacid, A., (2018). Modelización de funciones cuadráticas: espacio de trabajo matemático personal de estudiantes de humanidades [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/12602
Almonacid, A., Modelización de funciones cuadráticas: espacio de trabajo matemático personal de estudiantes de humanidades []. PE: Pontificia Universidad Católica del Perú; 2018. http://hdl.handle.net/20.500.12404/12602
@mastersthesis{sunedu/2656676,
title = "Modelización de funciones cuadráticas: espacio de trabajo matemático personal de estudiantes de humanidades",
author = "Almonacid Adriano, Ana Isabel",
publisher = "Pontificia Universidad Católica del Perú",
year = "2018"
}
The research presented arises from identifying the difficulty that students of professional careers in the humanities have when solving modeling problems that mobilize the notion of quadratic function. These difficulties are related to the fact that the teaching of this concept prioritizes algebraic management; this does not allow the understanding of the nature of the quadratic function in the relational, variational and behavioral sense. Understanding that students of humanities careers require to identify, interpret quadratic models present in research in those areas, mathematical models such as those related to communication sciences, prediction of criminal justice and models used in political science. This need is reflected in the plans of various Peruvian universities, between public and private. Based on this problem, the objective of our research is to analyze the Personal Mathematical Workspace of humanities students when they mobilize the concept of a quadratic function when solving modeling tasks with the use of digital technology. For this, we rely on the theoretical construct of the Mathematical Workspace developed by Kuzniak and the modeling task that follows is the structure of the Blum and Leiβ modeling cycle. As a methodology, aspects of Artigue didactic engineering are used. With respect to the experimental part, the research is carried out with students who attend the first cycle of humanities careers, students between 16 and 18 years of age. The modeling task is composed of three phases. The activity that the students develop when solving the proposed task allows to identify the activation of the instrumental and semiotic genesis, besides admits establishing the paradigms prioritized by the students. Based on this research, it is concluded that the activities developed by the students of the first cycle of humanities careers demonstrate the activation of the semiotic-instrumental plane.
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