Los recursos didácticos para la transición entre lo tridimensional a lo bidimensional y su gestión en escenarios presenciales y no presenciales

Abstract

The present investigation arises from the need to implement new methodologies in the teaching of mathematics in non-face-to-face settings, however, since face-to-face teaching is now established again, we decided to search, process and store data, in relation to the teaching of geometry and its management, which allowed establishing characteristics regarding the didactic resources that can be built or selected for teaching the transition between the three-dimensional and the two-dimensional in face-to-face and non-face-to-face scenarios. From a qualitative research with a documentary approach, it was found that in order to implement didactic resources that contribute to the transition from the three-dimensional to the two-dimensional, it is necessary to develop visual and verbal skills, as well as geometric and spatial knowledge. As a result of the process, a booklet for teachers was designed that contains: instructions, rules, videos, illustrative images, a link to its corresponding digital resource and also some suggestions so that the teacher can incorporate it into classes with proper management. This study allows the teacher to know and establish important characteristics that allow incorporating teaching resources in the geometry class in an active and dynamic way.