Unidad de Modelización Matemática para estudiantes de primer año de Ingeniería

• Durandt, Rina ^[1] ; Blum, Werner ^[2] ; Lindl, Alfred ^[3]
  1. [1] University of Johannesburg

     University of Johannesburg

     City of Johannesburg, Sudáfrica

     
  2. [2] University of Kassel

     University of Kassel

     Kreisfreie Stadt Kassel, Alemania

     
  3. [3] University of Regensburg

     University of Regensburg

     Kreisfreie Stadt Regensburg, Alemania

     

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• Localización: Modelling in Science Education and Learning, ISSN-e 1988-3145, Vol. 15, Nº. 1, 2022, págs. 77-92
• Idioma: español
• DOI: 10.4995/msel.2022.16646
• Títulos paralelos:
  • A Mathematical Modelling Unit for First-Year Engineering Students
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo está orientado a la práctica e informa sobre una unidad de modelización matemática desarrollada específicamente para estudiantes de primer año de ingeniería en un contexto sudafricano. La idea principal de la unidad era fomentar el desarrollo de la competencia de modelización matemática de los estudiantes. Esta idea apoya un objetivo esencial de la enseñanza de las matemáticas, que es permitir a los estudiantes resolver problemas del mundo real por medio de las matemáticas. La unidad consta de cinco lecciones y varias tareas, cuidadosamente planificadas para tener en cuenta los conocimientos matemáticos previos de los alumnos, las exigencias del plan de estudios de matemáticas de primer curso (cálculo) y el desarrollo de competencias previsto. La unidad se vinculó al tema matemático de las funciones y se impartió a distintos grupos de estudiantes según dos diseños didácticos diferentes, similares a los utilizados en el proyecto alemán DISUM. Se dividieron en tres grupos 144 estudiantes de primer año de ingeniería del programa curricular ampliado de una gran universidad pública y se les expuso la unidad. Una evaluación empírica de la intervención (con un diseño pre-post-test) mostró un crecimiento significativo de las competencias en todos los grupos, con diferencias sustanciales, dependiendo del diseño didáctico. Se identificarán algunos puntos fuertes y deficiencias de la unidad y se discutirán las implicaciones para la práctica futura.

  • English

    This paper is practice-oriented and reports on a mathematical modelling unit specifically developed for first-year engineering students in a South African context. The main idea with the unit was to foster students’ mathematical modelling competency development. This idea supports an essential goal of mathematics teaching, that is to enable students to solve real - world problems by means of mathematics. The unit consists of five lessons and several tasks, carefully planned to consider students’ mathematical pre-knowledge, the demands of the first-year mathematics (calculus) curriculum and the intended competency development. The unit was linked to the mathematical topic of functions and taught for different groups of students according to two different teaching designs, similar to the designs used in the German DISUM project. 144 first year engineering students from the extended curriculum programme of a large public university were divided in three groups and exposed to the unit. An empirical evaluation of the intervention (with a pre-post-test design) showed a significant competency growth for all groups, with substantial differences, dependent on the teaching design. Some strengths and shortcomings of the unit will be identified and implications for future practice will be discussed.

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