Juegos de estrategia, en el proceso enseñanza-aprendizaje de funciones y gráfica de funciones, en álgebra de grado noveno

Abstract

Mathematics is par excellence an area that enables the development of mental processes, therefore it is necessary to implement new didactics that involve not only the comprehension of the topic but also actively involve the student in the construction of their knowledge. This study from a qualitative approach, intends to contribute to the development of strategic thinking and improve the teaching process - learning of functions and graphing of functions, through the implementation of strategy games as a didactic tool. The practice is developed with a focus group of ninth grade students from the school Parroquial Santa Isabel de Hungría in Bogotá - Colombia. For such purpose, five games were designed in GeoGebra applied in virtual form, in order to contribute to the understanding of the topic and thought development. The dialogue of knowledge that is promoted through the game allows the student to strengthen skills such as analysis, reasoning, and argumentation for the construction of their own knowledge. It is observed that the strategy game as didactics, generates distended and motivating learning environments that they favor spontaneous participation, getting the student to get involved in their process and positively change their attitude towards mathematics.