Enseñanza de inecuaciones de primero y segundo grado, con apoyo de una guía didáctica y recursos educativos

Abstract

Over the years, the development of mathematical themes has presented several difficulties. Among the main causes is the absence of teaching methods and the use of active methodologies in the classroom that would guarantee meaningful learning for students. In particular, several studies have shown serious shortcomings in the way that linear and quadratic inequalities are taught, such as the use of traditional techniques that generate gaps in the students' knowledge and end up stimulating mechanistic processes that do not spark interest in understanding these topics. For this reason, the present research was aimed at studying this problem, using a mixed approach in methodological terms. Initially, bibliographic sources were reviewed to understand the state of the art of the main concepts of the research. Subsequently, interviews were conducted with mathematics teachers from different educational schools and tests were administered to students of General Basic Education (EGB) and General Unified High School (BGU) of the "San José de La Salle" School. From the results obtained, they have shown that students present difficulties in solving inequalities, interpreting solutions and graphing them. On the other hand, the teachers consider relevant to incorporate educational resources in the classes, as well as to contextualize the problems. Consequently, a didactic guide was designed for teachers to assist the teaching of linear and quadratic inequalities, which in epistemological terms aims at constructivism as a paradigm. In addition, this guide, by adjusting to the profile of the Ecuadorian high school graduate, includes guidelines for the teacher to guide learning with activities complemented with the use of educational resources, which promote the relationship between knowledge and the environment of the learner, facilitating the resolution and interpretation of problems