Modelación matemática de fenómenos de variación cuadrática mediada por un entorno digital de aprendizaje

Abstract

This study analyzed the impact of a digital learning environment (DLE) on the understanding of the quadratic function as a model for quadratic variation phenomena among 11th-grade students. The research aimed to answer the following question: What is the impact of implementing a didactic strategy based on a DLE on the conceptualization of the quadratic function as a model for quadratic variation phenomena in 11th-grade students? The study was framed within a qualitative approach and was based on the theoretical principles of mathematical modeling proposed by Galbraith and Clatworthy (1990), which were applied in the analysis of students’ understanding of the quadratic function. Through the design and implementation of digital tools such as GeoGebra, PhET, and Scratch, the research sought to foster a comprehensive understanding of the quadratic function, enabling students to explore real-world phenomena and visualize how the parameters a, b, and c affect the representation of the parabola. Data analysis revealed students’ interpretations of the situations addressed, allowing for the classification of their mathematical modeling processes and highlighting their understanding of the role each parameter plays in the simulations. In this way, the study demonstrated how a digital learning environment facilitates the comprehension of the quadratic function by allowing students to interact with real-life phenomena through technological tools. However, it also emphasizes the importance of a deeper focus on the integration of parameters a, b, and c to optimize mathematical modeling processes and enhance understanding of the quadratic function in real contexts.