Trabajo matemático de estudiantes de secundaria en tareas sobre tasa de variación con el uso de GeoGebra

Marco Antonio Ticse Aucahuasi; Jesús Victoria Flores Salazar; Jorge Luis Vivas Pachas

doi:10.30827/pna.v17i4.24258

PDF (Español (España))

Published: Jul 18, 2023

Authors

Marco Ticse Universidade Federal de Minas Gerais https://orcid.org/0000-0003-1209-9944
Jesús Victoria Flores Salazar Pontificia Universidad Católica del Perú https://orcid.org/0000-0002-0036-140X
Jorge Vivas-Pachas Pontificia Universidad Católica del Perú https://orcid.org/0000-0001-7739-830X

Vol. 17 No. 4 (2023): (July, 2023), Articles, pages 425-452

DOI: https://doi.org/10.30827/pna.v17i4.24258

Submitted: Mar 23, 2022 Accepted: Apr 18, 2023 Published: Jul 18, 2023

Copyright

Abstract

From the Mathematical Didactics’ viewpoint about teaching Calculus, this paper aims to characterize the knowledge and mathematical work that emerges when high school students solve tasks about the rate of change mediated by GeoGebra. Based on the theory of Mathematical Working Spaces, we analyze the mathematical production of Chilean students (16-17 years old) and conclude that making sense of the change rate starts from a work based on algorithmic processes and an interpretation/experimentation approach to the idea of variation and change emphasizing the role of the artefact, being particular to establish proof and demonstration processes.