Enseñanza-Aprendizaje de la Función Lineal con secuencia didáctica en 10mo de EGB de la Unidad Educativa Luis Cordero de Azogues

Abstract

Within the educational context, didactic situations are promoted as a situation to develop student learning and that these learnings are significant. In this sense, it is intended to design a proposal of didactic sequence that generates these situations and which aims to allow the succession of learning in the tenth year of Basic General Education (BGE), through the theoretical approach of the constructivist paradigm, focusing on the meaningful learning theory of David Ausubel (1918 - 2008), about the acquisition of meanings and meaningful learning; in conjunction with the didactic sequence model designed by Ángel Díaz Barriga (2013), focused on the teaching process of learning linear function. In addition, the definition of linear function of the mathematics textbook for the tenth year of EGB will be coined. Given this situation, this project has qualitative paradigm, in which we proceed around the Kemmis action research design (1989), using participant observation and the field diary as a fundamental technique and instrument for collecting information. To conclude, the didactic sequences used in the teaching of the lineal function have positive results in student learning when combined with the use of learning environments and virtual resources such as Learning and Knowledge Technologies (LKT's).