Efecto del uso del geoplano en el desarrollo del pensamiento geométrico, en relación con la aprehensión conceptual y operacional de polígonos
Trespalacios Guerrero, Arturo Emilio
Pajón Gómez, Jorge Issac
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AbstractThe following writing aims to establish the effects of the use of concrete didactic tools in the classroom (geoplane) and the conceptual units of learning in levels and stages, as a strategy for the conceptual apprehension and operation of perimeter and area in polygons, in students of 5º of District Educational Institution Diversified Technical School of Barranquilla (IED Cotediba). The research is carried out according to conceptions of design, didactics and methodology in the classroom, with a quantitative route given to the emphasis on statistical and mathematical analysis, seeking to collect information through experimentation. It is framed in the empirical-analytical paradigm, since the hypotheses are supported by statistical means, thus evidencing what is observable and verifiable, in addition, it is carried out with the quasi-experimental design, where it is sought to have the greatest possible control of the existing groups; a before and after is used from the application of the pretest. The experimental and control groups are compared as in the random tests, the treatment or experimental group serves as their own control (the "before" is compared with the "after") and time series methods are used to measure the impact. For the research, the fifth grade groups of the I.E.D Cotediba were taken, being 5 ° A, with 30 students, the experimental group and 5 ° B, with 30 students, the control group. Applying the pretest and post test for data collection and statistical analysis, with the aim of knowing the result obtained by the experimental group after making interventions with the use of conceptual teaching units and operated with the geoplane for conceptual apprehension and perimeter and area operation in polygons. It is demonstrated that the experimental group (GE), improved its levels in the apprehension and the use of an appropriate language according to Duval's classification and stages of the Van Hiele levels, when comparing the initial results of the evaluated constructs, with the subsequent results to the intervention.
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