Educational engineering as research methodology in learning the concepts of limit and continuity

Abstract

Attached to the differential calculus concepts, particularly the of limit and continuity usually difficult environment to its conceptual construction, since it is usually oriented to the domain of algebraic processes, restricting the understanding and thus limiting learning and appropriation of the same. This research was developed by students of the hotbed of research in mathematics education, aiming to promote the correct conceptual apprehension of the themes of the differential calculus, through the design and implementation of various didactic sequences, based on didactic engineering as research methodology. Sequences used different registers of semiotic representation such as graphical, algebraic, natural and tabular. The activities were implemented in students belonging to the “Facultad de Ingeniería, Universidad Francisco de Paula Santander”, Colombia. Through the raised situation a better apprehension on the understanding of the infinitesimal of the meaning of the boundary (related to the continuity of this) and a better insight on the graphic understanding of limit and continuity, has strengthened since they had the opportunity to visualize the object of study in a direct way.

Development of a Learning Model of Quadric Surfaces With Augmented Reality and Didactic Engineering

“…In geometry [25], with a historical-epistemo-logical inquiry of Euclid's geometry to identify difficulties in students to solve geometric problems. Differential calculus [26], development of several didactic sequences with the objective of promoting the correct conceptual understanding of the course topics. Inferential reasoning [27], focused on the understanding of the Fibonacci model from a didactic transposition of the concepts of pure mathematics, for an easy understanding, thanks to didactic engineering.…”