El Papel De La Tecnología en El Proceso De Modelación Matemática Para La Enseñanza De Las Ecuaciones Diferenciales

Abstract

El presente artículo tiene como intención mostrar el papel de la tecnología escolar en el tránsito por las diversas etapas de la modelación matemática. Desde 2008, en el Tecnológico de Monterrey, se implementó la modelación matemática en un curso de Ecuaciones Diferenciales como principal medio para el aprendizaje de este tema. Se reporta el diseño de una situación específica en el contexto de circuitos eléctricos RC donde se utilizan diversos recursos tecnológicos en el desarrollo de las actividades. A través del estudio de las praxeologías del ciclo de modelación matemática, se describen los tipos de tareas incorporadas gracias a la tecnología utilizada y el papel que dichos tipos de tareas pueden tener para un mejor tránsito entre los dominios de dicho ciclo. Finalmente, se presentan algunas implicaciones pertinentes a las que se llegan y futuras líneas de investigación.

Invited Lectures from the 13th International Congress on Mathematical Education

“…(p. 17) This idea of applying mathematics in the context of the students leads us to visit the theme of teaching and learning of mathematics, which has been treated for more than 40 years by the mathematics education community, mainly from the perspective of modeling ) and simulation of real phenomena. A particular example of this is a study that focused on the training of future engineers (Rodríguez 2015) and even using technology (Rodríguez and Quiroz 2015) at a private university in the northeast of Mexico. Previous studies (such as Rodríguez 2015; Rodríguez and Quiroz 2015) allow us to highlight the richness of a work where students can improve their understanding of the mathematical notions learned in class when faced with the idea that they can describe several phenomena.…”

“…This proposal aims to acknowledge the importance of the changes in three registers (algebraic, numeric, and graphic: "rule of three" ;Janvier 1987;Artigue 1992;Fisher 1997Fisher , 2001Fisher , 2011a, the modeling approach Rodríguez 2015), and the effective use of technology in the teaching/learning process of DE (Rodríguez and Quiroz 2015). We also incorporate a fourth register, the verbal (word problems: "rule of four"; Fisher 1997), and in the last years, we have recognized the importance of dealing with "reality" through physical experiments (such as building an electric circuit; Rodríguez 2015) and the effective use of technology in the teaching/learning process of DE (Rodríguez and Quiroz 2015) or a simulated "reality" through the use of simulators.…”

Building Bridges Between the Math Education and the Engineering Education Communities: A Dialogue Through Modelling and Simulation

“…(p. 17) This idea of applying mathematics in the context of the students leads us to visit the theme of teaching and learning of mathematics, which has been treated for more than 40 years by the mathematics education community, mainly from the perspective of modeling ) and simulation of real phenomena. A particular example of this is a study that focused on the training of future engineers (Rodríguez 2015) and even using technology (Rodríguez and Quiroz 2015) at a private university in the northeast of Mexico. Previous studies (such as Rodríguez 2015;Rodríguez and Quiroz 2015) allow us to highlight the richness of a work where students can improve their understanding of the mathematical notions learned in class when faced with the idea that they can describe several phenomena.…”

“…A particular example of this is a study that focused on the training of future engineers (Rodríguez 2015) and even using technology (Rodríguez and Quiroz 2015) at a private university in the northeast of Mexico. Previous studies (such as Rodríguez 2015;Rodríguez and Quiroz 2015) allow us to highlight the richness of a work where students can improve their understanding of the mathematical notions learned in class when faced with the idea that they can describe several phenomena.…”

Aprendizaje de las matemáticas a través de la modelación matemática en un medio sociocultural ligado a la teoría de la actividad

“…Retomando la modelación matemática como una estrategia didáctica, esta se definió como un proceso cíclico en el que se plantea a los estudiantes una situación problema enmarcada en un aspecto de la vida cotidiana, se promueve su resolución a través de la creación de un modelo matemático que ha de ser resuelto y cuya respuesta debe estar ligada al contexto inicial en el cual fue inserto el problema (Blum, 2002;Niss, Blum y Galbraith, 2007;Quiroz 2015;Rodríguez y Quiroz, 2015).…”