Eva como medio para la conceptualización de la función lineal al abordar situaciones de variación en grado octavo

Abstract

The proposal for degree work in deepening modality, seeks to analyze the incidence that a virtual learning environment (VLE) , in the conceptualization of the linear function as a model of constant variation phenomena in 8th level students of the Nogal School. The research seeks to answer the following question ¿What impact does the implementation of a didactic strategy based on an EVA have for the conceptualization of a linear function as a model of constant variation phenomena in grade 8 students from The Nogal school? Taking into account that it was a qualitative research, the levels of covariational reasoning proposed by Carlson et al. Were taken as theoretical references. (2003), as well as the different semiotic representations considered for a linear function (Monterroza et. Al 2018), in this way and through the design and application of a Virtual Learning Environment, it is possible to conceptualize the linear function as a model of constant variation phenomena in eighth level students. Within the analysis of the information there are some interpretations of the semiotic representations that emerged when addressing the problem situations and these made it possible to classify the student, according to their mental actions, at a level of covariational reasoning, describing some difficulties and successes that the students had. In this way, it was possible to identify the incidence of the EVA (Virtual Learning Environment) and the process by which students, by means of a “dynamic or moving mathematics” are able to model situations that allow meaningful learning, a varied use of representations and of course, an approach to the mathematical object, from a functional structural theory (Duval, 2006) and the use of technological tools in mathematics class.