El aprendizaje del concepto de área: una experiencia de aula con estudiantes de grado séptimo

Abstract

The learning of the concept of area has been approached by different authors and at different times, enabling teachers to have at our disposal tools of a didactic and methodological type, which help us to develop this concept in a practical and meaningful way, that would compromise the academic performance of students in spatial and geometric aspects. In this experience, a set of tasks was worked aimed to the development of the concept of area in seventh grade students, observing the difficulties they face in the management of this concept and from some aspects identified as relevant to their teaching. The methodology used was framed within the qualitative research, in action research. The practical and collaborative work was present during the development of the experience, whose main objective was to enable students to conceptualize the area. In order to do this, the basic concepts of Realistic Mathematical Education (EMR) were taken, particularly since the works of Freudenthal (1983) and Puig (1997), in which the importance of approaching mathematical objects from mental objects constituting as organizers of phenomena. From this perspective, recognizing the fundamental aspects and processes associated with the teaching and learning of the area concept (Del Olmo, Moreno and Gil, 1993), as well as a teaching proposal (Corberán, 1996), it was chosen a set of tasks that guided the development of the intervention in the classroom, which were directed to the recognition of the surface as magnitude, to the observation and verification of the conservation of the surface under transformations, to the realization of processes of composition and decomposition of surfaces , the work of measuring and measurement processes, and the construction of surface measurement units.