Procesos de razonamiento covariacional durante la integración cognitiva de conceptos de matemáticas y de física en la interpretación del gasto hidráulico
DOI:
https://doi.org/10.33010/ie_rie_rediech.v14i0.1766Palabras clave:
Actividades dinámicas, llenado de recipientes, integración de espacios mentalesResumen
El objetivo del presente estudio fue analizar, mediante la aproximación teórica de la integración cognitiva, el proceso de razonamiento covariacional de un grupo de estudiantes cuando interpretan el concepto de gasto hidráulico. Se diseñaron cinco actividades, aplicadas en modalidad virtual, de las cuales dos se reportan en este documento, que incluyeron el uso de simuladores dinámicos y cuadernillos digitales de trabajo. Las respuestas, gráficas y comentarios de los estudiantes fueron analizados con elementos teóricos de la integración cognitiva, del razonamiento variacional y covariacional y del gasto hidráulico. Se identificó la forma en que los estudiantes dan sentido a sus ideas matemáticas cuando analizan el fenómeno físico del llenado de cilindro; cómo movilizan su razonamiento variacional y covariacional para apoyar el entendimiento de las variables relacionadas con el gasto hidráulico y el cambio en las variables altura y volumen del líquido. El análisis de las evidencias permitió conocer sobre los procesos de integración cognitiva entre elementos de las matemáticas y la física y reconocer comportamientos relacionados con distintos niveles de razonamiento variacional o covariacional exhibidos por los estudiantes.
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Derechos de autor 2023 Alfonso Castañeda Ovalle, Martha Leticia García Rodríguez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
