Potencial del Modelo de Tareas TecnoPedagógicas para promover procesos de conjeturación en estudiantes universitarios

Abstract

In this article we examine the influence of geometry tasks on the development of conjecturing processes, aimed at first-semester architecture students. The design of the tasks was based on the Techno-Pedagogical Task Model (TTM). Following the guidelines of a design research, we used as an analytical tool the set of phases of the conjecturing process proposed by Cañadas et al. (2008), articulated with the patterns of variation suggested by Marton, Runesson and Tsui (2004). We conclude that the TTM offers a useful alternative to structure the design of tasks mediated by a dynamic geometry software, the purpose of which is to promote conjecturing processes.