Un estudio de género en trayectorias hipotéticas de aprendizaje de la visualización espacial

Abstract

The reflection of the teacher about the practice and the processes of teaching and learning generates paths in which the student mobilizes his learning and that are necessary research in the field of education. The hypothetical trajectories of learning favor the progression of the students' learning, therefore, in this work we intend to deepen the characterization of the processes that develop the ability of the spatial visualization from learning paths of space in students, taking aspects on gender that can be used in the classroom to favor the development of space, without marginalizing students in this regard. The methodological support is the design research, in particular from the teaching experiments, which are articulated with the learning paths. The products of the work are related to the description of the goals, levels and activities of the THA of spatial visualization, the implementation of the sequence of activities of the THA and the development of the spatial visualization of the students in what is denominates real trajectory of learning.