Bibliographic citations
Espinoza, B., (2016). Base media del trapecio y aprehensiones en el registro figural : una secuencia didáctica con el uso del geogebra con estudiantes del nivel secundario [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6745
Espinoza, B., Base media del trapecio y aprehensiones en el registro figural : una secuencia didáctica con el uso del geogebra con estudiantes del nivel secundario []. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6745
@mastersthesis{sunedu/2657080,
title = "Base media del trapecio y aprehensiones en el registro figural : una secuencia didáctica con el uso del geogebra con estudiantes del nivel secundario",
author = "Espinoza Peralta de Manrique, Beatriz Paulina",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
The present research aims to analyze how 4-grade high school students from Regular Basic Education conjecture the property of the median of a trapezoid when they put together the apprehensions in the figurative register in a didactic sequence in which they use Geogebra. To do this, we pose the following research question: how do high school students conjecture the property of the median of a trapezoid when they put together the apprehensions in the figurative register in a didactic sequence by using Geogebra? As theoretical basis, we used aspects from the theory of Registers of Semiotic Representation as well as aspects from Didactic Engineering as theoretical and methodological framework respectively. The didactic sequence of the research is made up of three activities, which allow students to perform treatments and conversions. In the figurative register we specifically analyzed the interactions of the sequential, perceptual, operative and discursive apprehensions students performed. We also observed that students mobilized their previous knowledge on trapezoids and other elements of geometry. We also noted that they used the dragging function and tools from Geogebra to perform treatments in the figurative register, which allowed them to observe different configurations of the represented object, put together apprehensions, relate knowledge, and establish conjectures. Finally, by putting together the apprehensions in the figurative register, students managed to conjecture the property of the median of a trapezoid.
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