Valoración de idoneidad didáctica de los resultados de aprendizaje en cálculo diferencial: un estudio de caso

Abstract

This paper focuses on assessing the didactic suitability of the Learning Outcomes (LOs) for the Differential Calculus course in the Mathematics program, addressing a gap in the systematic analysis of their coherence, relevance, and clarity. Based on research background and a theoretical framework based on the Ontosemiotic Approach to Knowledge (OSK), a mixed methodology is developed that incorporates a specific rubric to evaluate the LOs of the course syllabus. The analysis of the results allowed us to identify strengths and weaknesses, as well as to propose a more appropriate LO. The conclusions highlight that this assessment not only demonstrates the need to rethink the LOs, but also contributes to improving the teaching and learning processes of differential calculus.