Evolución de esquemas cognitivos presentes en unas trayectorias hipotéticas de aprendizaje dadas durante la solución de un juego matemático virtual

Abstract

The work is developed with the interest of articulating 3 components in a Virtual Learning Environment (EVA) in mathematics education, these components are the technological part with the design of the EVA through the programming of a game of sliding chips the EVA, the virtual game defined not only as a technological implementation but as a didactic device according to León and Alonso (2019). On the other hand, the cognitive component through the analysis of schemes, which is a proposal based on Marshall (1995), which seeks to explain forms of reasoning composed of four types of knowledge: identification, elaboration, planning and execution and the pedagogical part with the implementation of the game and the monitoring of some THA, these THA according to Simón (1995), are predictions that the teacher makes regarding the path by which learning can proceed. This research contributes to the development and implementation of a virtual mathematical game called "Turning the tables" taken from the book Crazy for Math by Stewart (2004), to analyze, on the one hand, the evolution of cognitive schemes proposed by Marshall (1995) and on the other, the THA According to Simon (1995) during the solution of the game. The proposal of the work is due to the fact that currently there are difficulties in the knowledge of the evolution of cognitive schemes because there are few technological proposals for the study of the evolution of cognitive schemes, additionally, there are opportunities for improvement in relation to the development of skills of mathematics teachers to design EVAs, they are also scarce, at least in the advances of the research group DIDACTEC and GyPLIM that are part of the Interinstitutional Doctorate in Education, the design and use of virtual games to study the evolution of schemes. For these reasons, the research question arises: What is the evolution of cognitive schemes present in the Hypothetical Learning Trajectories during the solution of the virtual mathematical game? The work is carried out to provide a better understanding of cognitive schemes using technology that leads to improved THA planning, since technology through EVA helps to explore cognitive schemes in a more effective way.