Historical, Epistemological and Didactic Study of the Parabola
This study is part of a research conducted with freshmen systems engineering students at the University of Quindío in an analytic geometry course, in order to analyze how they get to comprehend and construct the concept of the parabola as cone at historical, epistemological, didactic and cognitive l...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2018
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7922 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1801706435825893376 |
|---|---|
| author | Aldana Bermúdez, Eliécer López Mesa, Jorge Hernàn |
| author_facet | Aldana Bermúdez, Eliécer López Mesa, Jorge Hernàn |
| author_sort | Aldana Bermúdez, Eliécer |
| collection | OJS |
| description | This study is part of a research conducted with freshmen systems engineering students at the University of Quindío in an analytic geometry course, in order to analyze how they get to comprehend and construct the concept of the parabola as cone at historical, epistemological, didactic and cognitive levels. The study is based on the theoretical framework of the didactical situations developed by Brousseau who considers the relations in the triad of knowledge, student and teacher, where commitments ensuring the analysis and comprehension of a concept are made. Thus, the teacher makes a transposition of theoretical concepts using Chevallard’s didactic engineering as the research method. To this end, several instruments were implemented such as: surveys, semi-structured interviews, video recordings and the support of IT environments backed up by the GeoGebra application. The results enable to conclude that a historical, pistemological and didactic study as well as the use of didactic teaching sequences ruled by IT environments, promote a progressive development of the students when understanding the concept of the parabola. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7922 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-79222022-06-15T17:01:58Z Historical, Epistemological and Didactic Study of the Parabola Estudio histórico-epistemológico y didáctico de la parábola Étude Historique, Épistémologique et Didactique de la Parabole Estudo Histórico-Epistemológico e Didático da Parábola Aldana Bermúdez, Eliécer López Mesa, Jorge Hernàn epistemological didactical situations comprehension parabola epistemológico situaciones didácticas comprensión parábola épistémologique situations didactiques compréhension parabole epistemológico situações didáticas compreensão parábola This study is part of a research conducted with freshmen systems engineering students at the University of Quindío in an analytic geometry course, in order to analyze how they get to comprehend and construct the concept of the parabola as cone at historical, epistemological, didactic and cognitive levels. The study is based on the theoretical framework of the didactical situations developed by Brousseau who considers the relations in the triad of knowledge, student and teacher, where commitments ensuring the analysis and comprehension of a concept are made. Thus, the teacher makes a transposition of theoretical concepts using Chevallard’s didactic engineering as the research method. To this end, several instruments were implemented such as: surveys, semi-structured interviews, video recordings and the support of IT environments backed up by the GeoGebra application. The results enable to conclude that a historical, pistemological and didactic study as well as the use of didactic teaching sequences ruled by IT environments, promote a progressive development of the students when understanding the concept of the parabola. Este estudio hace parte de una investigación realizada con estudiantes de primer semestre de Ingeniería de Sistemas de la Universidad del Quindío en un curso de geometría analítica, con el propósito de analizar cómo llegan a la comprensión/construcción del concepto de parábola como cónica, desde las dimensiones histórico-epistemológicas, didáctica y cognitiva. El estudio se fundamenta en el marco teórico de las situaciones didácticas de Brousseau, que considera las relaciones entre la triada de saber, el estudiante y el docente, donde se asumen compromisos para garantizar el estudio y comprensión de un concepto. Así el docente hace la transposición de los conceptos teóricos y tiene como metodología de investigación la ingeniería didáctica de Chevallard. Para ello se aplicaron instrumentos como: cuestionarios, entrevistas semiestructuradas, videograbaciones y la asistencia de entornos informáticos apoyados en el software Geogebra. Los resultados permiten concluir que un estudio histórico-epistemológico y didáctico y la utilización de secuencias didáctica de enseñanza mediada por entornos informáticos generan un desarrollo progresivo del estudiante en el proceso cognitivo de comprensión del concepto de parábola. Cette étude fait partie d’une recherche réalisée auprès des étudiants de première année d’Ingénierie des systèmes à l’Université du Quindío dans un cours de géométrie analytique, afin d’analyser comment ils arrivent à comprendre et à construire le concept de parabole en tant que conique depuis les perspectives historiques et épistémologiques; didactique et cognitive. L’étude repose sur le cadre théorique des situations didactiques de Brousseau, qui considère les relations entre le triangle didactique: le savoir, l’élève et l’enseignant; où l’on prend un engagement assurant l’analyse et la compréhension d’un concept. Ainsi, l’enseignant transpose les concepts théoriques en utilisant l’ingénierie didactique de Chevallard comme méthode de recherche. Pour ce faire, on a mis en oeuvre des instruments tels que: des enquêtes, des entretiens semi-dirigés, des enregistrements vidéo et l’appui d’environnements informatiques basés sur le logiciel GeoGebra. Les résultats permettent de conclure que l’étude historique, épistémologique et didactique, ainsi que l’utilisation de séquences didactiques d’enseignement régies par des environnements informatiques, produisent un développement progressif de l’étudiant dans le processus cognitif de compréhension du concept de parabole. Este estudo faz parte de uma investigação realizada com estudantes de primeiro semestre de Engenharia de Sistemas da Universidade do Quindío num curso de geometria analítica, com o propósito de analisar como chegam à compreensão/construção do conceito de parábola como cônica, desde as dimensões histórico-epistemológicas, didática e cognitiva. O estudo fundamenta-se no marco teórico das situações didáticas de Brousseau, que considera as relações entre a tríada de saber, o estudante e o docente, onde se assumem compromissos para garantir o estudo e entendimento de um conceito. Assim o docente faz a transposição dos conceitos teóricos e tem como metodologia de pesquisa a engenharia didática de Chevallard. Para isso se aplicaram instrumentos como: questionários, entrevistas semiestruturadas, vídeos e a assistência de meios informáticos apoiados no software Geogebra. Os resultados permitem concluir que um estudo histórico-epistemológico e didático e a utilização de sequências didática de ensino mediado por meios informáticos geram um desenvolvimento progressivo do estudante no processo cognitivo de compreensão do conceito de parábola. Universidad Pedagógica y Tecnológica de Colombia 2018-01-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7922 10.19053/22160159.v9.n19.2018.7922 Praxis & Saber; Vol. 9 No. 19 (2018): Cotidianidad y retos para el profesorado; 63 -88 Praxis & Saber; Vol. 9 Núm. 19 (2018): Cotidianidad y retos para el profesorado; 63 -88 Praxis & Saber; Vol. 9 No 19 (2018): Cotidianidad y retos para el profesorado; 63 -88 Praxis & Saber; V. 9 N. 19 (2018): Cotidianidad y retos para el profesorado; 63 -88 Praxis & Saber; v. 9 n. 19 (2018): Cotidianidad y retos para el profesorado; 63 -88 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7922/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7922/7521 |
| spellingShingle | epistemological didactical situations comprehension parabola epistemológico situaciones didácticas comprensión parábola épistémologique situations didactiques compréhension parabole epistemológico situações didáticas compreensão parábola Aldana Bermúdez, Eliécer López Mesa, Jorge Hernàn Historical, Epistemological and Didactic Study of the Parabola |
| title | Historical, Epistemological and Didactic Study of the Parabola |
| title_alt | Estudio histórico-epistemológico y didáctico de la parábola Étude Historique, Épistémologique et Didactique de la Parabole Estudo Histórico-Epistemológico e Didático da Parábola |
| title_full | Historical, Epistemological and Didactic Study of the Parabola |
| title_fullStr | Historical, Epistemological and Didactic Study of the Parabola |
| title_full_unstemmed | Historical, Epistemological and Didactic Study of the Parabola |
| title_short | Historical, Epistemological and Didactic Study of the Parabola |
| title_sort | historical epistemological and didactic study of the parabola |
| topic | epistemological didactical situations comprehension parabola epistemológico situaciones didácticas comprensión parábola épistémologique situations didactiques compréhension parabole epistemológico situações didáticas compreensão parábola |
| topic_facet | epistemological didactical situations comprehension parabola epistemológico situaciones didácticas comprensión parábola épistémologique situations didactiques compréhension parabole epistemológico situações didáticas compreensão parábola |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7922 |
| work_keys_str_mv | AT aldanabermudezeliecer historicalepistemologicalanddidacticstudyoftheparabola AT lopezmesajorgehernan historicalepistemologicalanddidacticstudyoftheparabola AT aldanabermudezeliecer estudiohistoricoepistemologicoydidacticodelaparabola AT lopezmesajorgehernan estudiohistoricoepistemologicoydidacticodelaparabola AT aldanabermudezeliecer etudehistoriqueepistemologiqueetdidactiquedelaparabole AT lopezmesajorgehernan etudehistoriqueepistemologiqueetdidactiquedelaparabole AT aldanabermudezeliecer estudohistoricoepistemologicoedidaticodaparabola AT lopezmesajorgehernan estudohistoricoepistemologicoedidaticodaparabola |
