Uso del software Carmetal para potenciarel aprendizaje de la noción de derivada al resolver problemas de optimización

Abstract

In teaching calculus are presented learning difficulties; one of them resides in wanting to teach formal definitions, forgetting geometric ideas that were the basis for reaching formalization. According to this, a depth work is proposed that is focused on the design of a-didactic situations from TDS Brousseau (1986), that contribute to the mathematics curriculum a possible incorporation of geometry in teaching a notion of derivative which may be used in solving optimization problems without turning to formal expressions or definitions. To guide The proposal it goes to the Engineering Teaching methodology by addressing the preliminary stages of analysis and a priori analysis. The designed situations are developed in the CaRMetal software, that is not taken as a type of motivation, but as the means by which students solve math problems.