Author: ARMANDO MORALES CARBALLO

Propuesta didáctica para la enseñanza de la traslación de coordenadas y su uso en la graficación de curvas.

ARMANDO MORALES CARBALLO (2016)

En este trabajo se presenta una propuesta didáctica en la que se describe la utilidad del software GeoGebra como un recurso heurístico para la enseñanza y aprendizaje en el nivel preuniversitario de la graficación de algunas curvas de segundo grado, para ello se introduce y se utilizan las fórmulas de traslación de ejes.

Article

Propuesta didáctica Recurso heurístico Traslación HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA OTRAS ESPECIALIDADES PEDAGÓGICAS

Recursos heurísticos para la actividad de enseñanza de las transformaciones geométricas en el nivel preuniversitario.

ARMANDO MORALES CARBALLO EDGARDO LOCIA ESPINOZA (2016)

This article describes a teaching strategy to promote education planning isometric transformation: translation, in the pre-university level. The methodological theoretical framework that underpins the work fall on the contributions on methodologies for problem solving procedures (Locia, E., Mederos, O. Morales, A. Rodriguez, J. M, and Sigarreta, J. M. (2014) heuristic devices (Torres, P. 2013) and use GeoGebra as a fundamental heuristic device.

Book part

Heuristic Teaching geometric transformation quadratic curve graphing HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA OTRAS ESPECIALIDADES PEDAGÓGICAS

Estrategia teórico-didáctica para formar el concepto de gráfica y función lineal en el registro geométrico.

ANGIE DAMIAN MOJICA ARMANDO MORALES CARBALLO (2020)

A theoretical-didactic strategy is presented with a variational approach that favors the formation of the concept of linear function and that breaks with the classic presentation treated in the texts and other support resources that usually accompany the teaching and learning processes of the concept, in the pre-university level. The treatment begins in the geometric register to avoid the influence of notions related to the cartesian system and the representations.

Article

Didactic strategy Graph Trajectory covariational reasoning linear function HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA

Tratamiento del análisis de funciones en el bachillerato, propuesta de una ingeniería didáctica.

NOE OSWALDO CABAÑAS RAMIREZ EDGARDO LOCIA ESPINOZA ARMANDO MORALES CARBALLO (2018)

The teaching-learning process of education in Mexico establishes that students¿ knowledge should be developed. It motivates us to look for alternatives that respond to the requirements stated in the educational reform and contribute to improve mathematical processes at the middle and higher levels of education. In this paper, we show the progress of the research, which aims to elaborate and put into practice a didactic engineering for the treatment of a specific content of middle high school mathematics: the analysis of functions through a system of activities according to the stages described in the methodology.

Article

counter-examples analysis of functions analysis of functions didactic transposition didactic engineering HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA OTRAS ESPECIALIDADES PEDAGÓGICAS

Propuesta teórico-didáctica para la enseñanza y aprendizaje del concepto del área.

ARMANDO MORALES CARBALLO JOSE EFREN MARMOLEJO VALLE ANGIE DAMIAN MOJICA (2019)

A theoretical-didactic proposal for the planning of teaching of the concept of area of simple polygons in the preuniversity is described. It presents two hypothetical learning trajectories, the first is based on counting processes to induce the Pick formula to determine the measurement of areas and the second, in the Greek method and in the use of isometric transformations, both processes were mediated by the use of GeoGebra software.

Article

Didactic proposal heuristic resource induction simple polygon isometric transformation HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA

The Theoretical didactic approach to the counterexample in mathematics.

ARMANDO MORALES CARBALLO EDGARDO LOCIA ESPINOZA MELVIS RAMIREZ BARRAGAN (2018)

This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.

Article

Counterexample Mathematics Validation Teaching learning HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA OTRAS ESPECIALIDADES PEDAGÓGICAS

El contraejemplo en la elaboración de la definición de función convexa por estudiantes universitarios

Armando Morales Carballo José María Sigarreta Almira Edgardo Locia Espinoza Juan Carlos Hernández Gómez (2019)

En este artículo se reportan los resultados de una investigación que tuvo como objetivo identificar el papel que juega el contraejemplo en la elaboración de definiciones matemáticas. En particular se analizó el caso de la función convexa en un grupo de estudiantes de nivel universitario. Los elementos teóricos y metodológicos primarios que sustentaron el trabajo descansan en los aportes sobre pruebas y refutaciones, elementos de heurística, lenguaje y axiomática y en el debate científico en cursos de matemáticas. Como resultado fundamental se destaca que el debate científico favoreció mediante la discusión en torno al concepto de función convexa y a la formulación de contraejemplos. Estos contribuyeron en la comprobación de casos particulares, la formulación y refutación de conjeturas, hasta aproximarse a la presentación clásica de la definición. Establecemos también que el contraejemplo es un recurso didáctico y una herramienta mediadora que contribuye en los procesos de elaboración y comprensión de la definición matemática.

In this paper the results of an investigation that aimed to identify the role played by the counterexample in the elaboration of mathematical definitions are reported. In particular, the case of the convex function; in a group of university students was analyzed. The principal theoretical and methodological elements that supported the work rest on the contributions in proof and refutations, elements of heuristics, language and axiomatics and in the scientific debate in mathematics courses. As a fundamental result, we emphasized that the scientific debate favored, through the discussion on the concept of convex function and the formulation of counterexamples These contributed to the verification of particular cases, the formulation and refutation of conjectures, until approaching the classic presentation of the definition. We also establish that the counterexample is a didactic resource and a mediation tool that contributes in the processes of elaboratio and understanding of the mathematical definition.

Article

Contraejemplo Debate científico Función convexa Definición generada por prueba CIENCIAS FÍSICO MATEMÁTICAS Y CIENCIAS DE LA TIERRA MATEMÁTICAS

Teaching-learning about optimization problems: a close up through the use of GeoGebra software.

ARMANDO MORALES CARBALLO JOSE EFREN MARMOLEJO VEGA EDGARDO LOCIA ESPINOZA ANGIE DAMIAN MOJICA (2019)

A teaching-learning proposal is described for the treatment of optimization problems in the pre-university student. The theoretical-methodological elements fall into the heuristic principles and resources and the use of GeoGebra software, on this basis is conceived the identification, selection and formalization of the way of solution, control and assessment as fundamental stages.

Article

Optimization relative máximum heuristic resource problema teaching-learning HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA OTRAS ESPECIALIDADES PEDAGÓGICAS

Methodology based on problem solving in the treatment of the concept of limit to infinity

Armando Morales Carballo Crisólogo Dolores Flores Hermes Nolasco Hesiquio Juan Carlos Hernández Gómez José María Sigarreta Almira (2014)

In this research, a methodological strategy it is raised for the assimilation of the concept of infinity limit in the teaching and learning of calculus at the University level. The strategy considers the contributions and theoretical elements of dialectical materialism and methodological elements and relies on the contributions of activity theory, problem solving and concept formation. It is wise to suggest that problem solving played central role in the process of assimilation of the concept of li mit to infinity.

Article

Problem solving Activity theory Methodological proposal Limit Infinity CIENCIAS FÍSICO MATEMÁTICAS Y CIENCIAS DE LA TIERRA MATEMÁTICAS