Uso de retroacciones didácticas en DGPad-Colombia para producir aprendizaje por adaptación relativa al sistema de representación numérica con valor posicional

Abstract

This proyect has the purpose of showing the effects that the incorporation of a sequence of autonomous activities designed in the dynamic geometry software DGPad-Colombia has on learning. It is intended to analyze how the design works to produce adaptive learning related to the positional value numeric representation system. We conducted a preliminary analysis of the base ten numbering system, as well as its didactic implications in learning, pedagogical implications in its teaching and cognitive implications related to possible obstacles, errors and difficulties. At the same time, we make a theoretical section on learning by adaptation from the perspective of the Theory of Didactic Situations and the role of the digital tool in the production of knowledge in the subject-medium interaction, as well as the introduction to the concept of automation of didactic management from the possibilities offered by the software. We propose an a-priori analysis in which we make a description of the design, as well as of the possible actions that students can execute in the interaction and, therefore, their respective feedback, possible interpretations and validations. We present the description of the pilot conducted with two pairs of students. We expose a synthesis of the interaction that students have with each proposed task and an analysis on the learning by adaptation and the sample of the automation of the didactic management in the sequence. Finally, we formulate a series of conclusions and recommendations that seek to give continuity to the research in future works and interventions using digital technology.