Propuesta didáctica para el aprendizaje de sólidos de revolución con apoyo de la realidad aumentada

Abstract

In the analysis of the Volume of Solids of Revolution (VSOR), significant challenges related to the understanding and application of fundamental theorems of Calculus in the theoretical field are highlighted, as well as to spatial visualization in two and three dimensions. Lack of skill in these aspects is an impediment to the accurate execution of VSOR-related calculations, and the lack of a clear conception when interacting with the object can result in obstacles in solving problems and associated exercises. Based on the instruments used to carry out the research, interviews conducted with Calculus teachers where the importance of teacher training in information and communication technologies (ICT) is evident. On the other hand, through a questionnaire applied to students of the Pedagogy of Experimental Sciences career, their self-taught capacity and adaptability to digital environments are also highlighted. The implementation of Augmented Reality (AR) through education software is seen as a resource by students that can enhance spatial perception. Consequently, the integration of ICT, in particular Augmented Reality, receives widespread appreciation among students by facilitating the understanding of the Volume of Solids of Revolution, addressing the identification of solids and reinforcing spatial perception, before which the didactic proposal responds to the exposed problem and the reinforcement of these visuospatial skills.