Finding meaning in quadratic equations through a physical context: falling objects motion
Gorde:
| Egileak: | , , , , |
|---|---|
| Formatua: | artículo |
| Argitaratze data: | 2021 |
| Deskribapena: | This paper presents the results of the implementation of a design focused on the resignification of the parameters of the quadratic equation (parabolas) through the context of a physical phenomenon. This design was based on an epistemology of practices framed in principles of cognitive and social constructivism, particularly the socioepistemological theory of mathematics education, based also on the model of guided discovery. Based on the students’ arguments, evidence of resignification is shown in the parameters of the quadratic equation in such a way that relationships between algebraic and graphical expressions were established. It was identified that the students’ experiences, as well as the context, were determining elements for success in the resolution of the design. |
| Herria: | Kérwá |
| Erakundea: | Universidad de Costa Rica |
| Repositorio: | Kérwá |
| Hizkuntza: | Inglés |
| OAI Identifier: | oai:kerwa.ucr.ac.cr:10669/104673 |
| Sarrera elektronikoa: | https://iopscience.iop.org/article/10.1088/1742-6596/1723/1/012026 https://hdl.handle.net/10669/104673 https://www.doi.org/10.1088/1742-6596/1723/1/012026 |
| Gako-hitza: | Theory of mathematics education Mathematics education Quadratic equation Mathematical models Student participation Algebra Graph theory |