Un modelo didáctico para el aprendizaje del algebra lineal centrado en el razonamiento plausible en carreras de ingeniería

Abstract

This thesis proposes a methodological strategy for teaching linear algebra for engineering students centered on conjecturing and plausible reasoning, concepts developed by Polya (1966) and Lakatos (1978), and is based on formulating and adapting interesting problems whose design admits a didactic model and a methodological procedure for the generation of conjectures mediated by technology and geometric visualization as fundamental factors in the construction by students of the main concepts that characterize this discipline. This work is motivated by the inadequacies that students in these fields manifest in the learning of linear algebra which lead to this research and inform its design.