La conservación del área en las figuras geométricas a través del uso de paradojas en el séptimo grado

Abstract

This paper analyzes the impact of the application of the theoretical approach to problem solving, to encourage the study of the conservation of the area through the use of geometric paradoxes in grades seventh of School District Cedid Ciudad Bolivar. The research is based on the mathematical visualization and community practice Wenger (2002), to understand these paradoxes. Activities, where the contents of whole numbers, fractions and geometry is integrated coherently explain the inconsistencies of these paradoxes are designed. These activities are conducted with two groups of students from seventh grade through challenging problems, where it enables them to use their creativity to develop them and discuss them in small teams. By implementing new academic spaces for students are promoted, it allows you to generate a better performance in the achievement of math and develop optimal skills along with a progress of social relations within our classrooms in the town of Ciudad Bolivar, harmonized for peace and civic tolerance.