Obstáculos presentes en Modelación Matemática. Caso Ecuaciones Diferenciales en la formación de Ingenieros
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Universidad Distrital Francisco José de Caldas
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Con la Modelación Matemática se pueden describir y predecir algunos problemas asociados al medio ambiente, sistemas físicos y mejorar los procesos de ingeniería. Este análisis puede hacerse con ayuda de Ecuaciones Diferenciales mediante la observación de dichos fenómenos. Cuando se desea enseñar Modelación Matemática, a partir de Ecuaciones Diferenciales como herramienta en la formación de ingenieros, tanto el docente como el alumno respectivos se enfrentan a algunos obstáculos tales como: Cognitivos, Epistemológicos, Didácticos, que pueden presentar dificultades en las actividades diseñadas para tal fin. Por medio de este trabajo se desea identificar algunos de estos obstáculos, mediante análisis cualitativo, usando la técnica de la Teoría Fundamentada, al hacer modelación con estudiantes de Ingeniería, adscritos a un curso de Ecuaciones Diferenciales en la Unidad Central del Valle del Cauca.
By professional experience, it has been observed that the activities of Mathematical Modeling of phenomena and / or engineering processes in one Differential Equations course, have detected some obstacles by the students in the teaching - learning process, which has motivated its identification, being the purpose of this paper. Initially, researches on obstacles in mathematical context, engineering process and mathematical modeling have been mentioned. To carry out the solution of this problem, a survey was conducted with all students who took the Differential Equation course in Engineering programs at the Unidad Central del Valle del Cauca, in the period 2015-2, after performing modeling practices. This Study was carried out using open type questionnaire and its consequent analysis was with a qualitative approach using the grounded theory. Subsequently, the results of carried survey are mentioned, which led to detect different types of obstacles according their origin. Finally, this research will let improve modelling process within triad: student, education and teacher.
By professional experience, it has been observed that the activities of Mathematical Modeling of phenomena and / or engineering processes in one Differential Equations course, have detected some obstacles by the students in the teaching - learning process, which has motivated its identification, being the purpose of this paper. Initially, researches on obstacles in mathematical context, engineering process and mathematical modeling have been mentioned. To carry out the solution of this problem, a survey was conducted with all students who took the Differential Equation course in Engineering programs at the Unidad Central del Valle del Cauca, in the period 2015-2, after performing modeling practices. This Study was carried out using open type questionnaire and its consequent analysis was with a qualitative approach using the grounded theory. Subsequently, the results of carried survey are mentioned, which led to detect different types of obstacles according their origin. Finally, this research will let improve modelling process within triad: student, education and teacher.
Palabras clave
Differential Equation, Engineering, Mathematical modeling, Obstacle, Grounded Theory, Ecuación Diferencial, Ingeniería, Modelación Matemática, Obstáculo, Teoría Fundamentada