Reconstruyendo y conectando relaciones matemáticas básicas con el uso de software dinámico
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Páez Páez, Christian
Santos Trigo, Manuel
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Universidad de Costa Rica
Abstract
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En el proceso de entender ideas matemáticas o resolver problemas, resulta importante que los estudiantes se planteen preguntas, utilicen distintas representaciones, formulen conjeturas y comuniquen sus resultados. ¿Qué procesos del pensamiento matemático se favorecen cuando los estudiantes emplean, sistemáticamente, un software dinámico en la resolución de problemas? En este trabajo se presenta una actividad donde se ilustra la construcción, con el uso de un software dinámico, de una configuración que incluye segmentos, rectas perpendiculares, triángulos, ángulos, etc. que sirve como plataforma para identificar y presentar un conjunto de resultados matemáticos. En este contexto, se ilustra que el uso del software puede facilitar la búsqueda de relaciones con base en procesos que impliquen la necesidad de cuantificar atributos, observar invariantes, formular conjeturas y comunicar resultados.
To what extent does the systematic use of technology favour students´ development of problem solving competences? In particular, the use of dynamic software seems to offer students the possibility of constructing simple geometric configurations that might become a platform to formulate questions that lead them to the construction or recognition of mathematical relationships. Thus, particular mathematical results emerge from exploring the behaviour of parts of a certain configuration as a result of moving other elements within such figure or representation. In this process, students can build their own repertoire of mathematical results and also utilize their previous knowledge to support, justify, or explain their conjectures. Here, it becomes important for students to develop methods and strategies to observe particular relationships, express them using specific notation, and provide arguments to demonstrate their results.
To what extent does the systematic use of technology favour students´ development of problem solving competences? In particular, the use of dynamic software seems to offer students the possibility of constructing simple geometric configurations that might become a platform to formulate questions that lead them to the construction or recognition of mathematical relationships. Thus, particular mathematical results emerge from exploring the behaviour of parts of a certain configuration as a result of moving other elements within such figure or representation. In this process, students can build their own repertoire of mathematical results and also utilize their previous knowledge to support, justify, or explain their conjectures. Here, it becomes important for students to develop methods and strategies to observe particular relationships, express them using specific notation, and provide arguments to demonstrate their results.