Modelo didáctico para la formación del concepto de función de variable compleja mediante la resolución de problemas

Abstract

Learning to know, to do, to coexist and to be, constitute basic pillars of learning that education must create and develop (Delors, et. al, 1997). There are multiple factors that hinder the teaching-learning process of mathematics, among them: the lack of didactic strategies, methodologies, non-challenging curricula, impractical educational models, social policies with little effectiveness, misconceptions and beliefs, among others.