Análisis didáctico a un proceso de instrucción del método de integración por partes

Abstract

This is a systematic didactic analysis that analyzes a process of instruction of the method of integration by parts. It is a qualitative research based on the case study and focused on a particular educational context. The observation methodology used was the description of class sessions. We apply the ontosemiotic approach of mathematical cognition as a theoretical framework and develop the proposed analysis categories. Specifically, the notion of didactic suitability (description, explanation and evaluation) of the mathematical instruction processes. This analysis shows an X-ray of what happened in the classroom and why. It is important to recognize that the relationship between the relationship of teaching and the meanings assigned to mathematical objects that institutionalize are not disconnected from the context in which they develop given the implication that it has in the evolution and construction of meaning implemented ; for that reason we propose to do less formal teaching processes where other techniques are included, such as the incorporation of Tics among others. This research in which we tried to look at the role of context in the processes followed by a teacher chosen to institutionalize the construction of meaning of the method of integration by parts (MIP) can be a guide for other teachers interested in improving their pedagogical practices and be replicated in other objects of basic, medium or higher level, typical of the teaching of mathematics.