Preconcepciones de pendiente en estudiantes de Educación Secundaria

• Rivera López, Martha Iris ^[1] ; Dolores Flores, Crisólogo ^[1]
  1. [1] Universidad Autónoma de Guerrero

     Universidad Autónoma de Guerrero

     México

     
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 39, Nº 1, 2021, págs. 195-217
• Idioma: español
• DOI: 10.5565/rev/ensciencias.3045
• Títulos paralelos:
  • Secondary Education students’ preconceptions of slope
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este artículo se reportan los resultados de una investigación cuyo objetivo fue identificar las preconcepciones de pendiente en estudiantes de Educación Secundaria. Se empleó una entrevista basada en tareas para la recolección de datos de 30 estudiantes de 10.º grado y el método de análisis temático para su respectivo análisis. Los resultados muestran que las preconcepciones de pendiente que manifiestan los estudiantes son la pendiente como la longitud de un segmento de recta, un objeto, una propiedad física, el valor del ángulo, la intersección de la recta con los ejes asociada a una expresión algebraica y el cociente de los valores de las intersecciones en el eje x e y. Aunque algunos estudiantes declararon una primera experiencia con el concepto, este conocimiento tuvo una mínima influencia en sus procedimientos y justificaciones.

  • English

    This article reports an investigation whose objective was to identify Secondary Education students’ preconceptions of slope. A task-based interview was used to collect data from 30 10th grade students and the thematic analysis method for their respective analysis. The results indicate that the slope’s preconceptions evidenced by the students were the slope as length of the straight segment, an object, a physical property, the value of the angle, the intersection of the straight line with the axes, associated with an algebraic expression and the quotient of the values of the x and y intercepts. Although some students reported a first experience with the concept, this knowledge had minimal influence on their procedures and justifications.

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