Una trayectoria real del juego la escalera vinculada a hipótesis que potencian el aprendizaje de las funciones desde poblaciones diversas

Abstract

We identify a learning trajectory of the game la escalera with hypothesis for learning of mathematics functions. This research shows an interest in promote learning processes of mathematics with diverse populations of the basis of experiences with deaf and blind people. Likewise, we consider some aspects of emotional development, gesture and physical of people when they participate in the game and analyze these aspects for learning of mathematics.