Comparación de trayectorias hipotéticas de aprendizaje en la transición de la Geometría 3D a 2D y la Geometría 2D a 3D en estudiantes de quinto grado del colegio I.E.D Villa Rica de la ciudad de Bogotá

Abstract

This project arises in the context of the Intermediate practice with fifth-grade students at the I.E.D. Villa Rica School, in Bogotá. From a diagnostic activity on geometric solids, gaps in the knowledge of two- and three-dimensional geometry were evident. In response, two learning paths were designed: one that starts from two-dimensional to three-dimensional, and another that goes in the opposite direction. This approach is based on the Basic Standards of Competencies in Mathematics (MEN, 2006) and the Basic Learning Rights (MEN, 2015), as well as on the MEN Curricular Guidelines (2018). Likewise, a theoretical review of Hypothetical Learning Pathways (THA) is carried out, with the aim of identifying the possibility and relevance of approximating the learning paths to THA.