Función cuadrática: Un triple enfoque

Abstract

Nowadays, teaching mathematics is a set of experimental processes, Wenzelburger (1992). This current investigative research proposes teaching with integrating elements, where communication is an element of appropriation of knowledge, students' independent work, collective discussion and the search (as a team) of solutions to current life`s problems. As cognitive results the students learned to "do mathematics" using algebraic, numerical and graphic "tools", which combination forms methods of verification. Among the attitudes, the progressive development of a culture`s reflection and verification are implemented. The classroom is not the only space to learn, there are stimuli and learning opportunities in familiar environments, communal or through the use of technology. The expository sessions must have constructivist elements, involve the development of communicative competences and the implementation of reflection spaces both as teachers and their student peers, trying to combine what they learn with what they live.