TY - JOUR
T1 - Didactic Sequence for the development of variational thinking of university engineering students
AU - Ecos Espino, Alejandro M.
AU - Núñez, Joffré Huamán
AU - Manrique Chàvez, Zoraida R.
N1 - Publisher Copyright:
Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
PY - 2019
Y1 - 2019
N2 - This article is about the effect of a didactic sequence on the development of the variational thinking of university students entering engineering careers. For this purpose, an applied research was carried out with a quasi-experimental design. They were handled with 104 civil engineering students distributed in three groups: one of control (43) and two experiments (40 and 21) of a population of 329 students. For data collection, a questionnaire was designed and validated with 05 items related to the analysis of functions as representation models of variation and change. The methodology of the didactic sequence was based on variational activities carried out in 7 sessions with the experimental groups, while the traditional teaching methodology was used in the control group. The achieved results showed that there was significant influence of the didactic sequence in the development of the variational thinking of the students.
AB - This article is about the effect of a didactic sequence on the development of the variational thinking of university students entering engineering careers. For this purpose, an applied research was carried out with a quasi-experimental design. They were handled with 104 civil engineering students distributed in three groups: one of control (43) and two experiments (40 and 21) of a population of 329 students. For data collection, a questionnaire was designed and validated with 05 items related to the analysis of functions as representation models of variation and change. The methodology of the didactic sequence was based on variational activities carried out in 7 sessions with the experimental groups, while the traditional teaching methodology was used in the control group. The achieved results showed that there was significant influence of the didactic sequence in the development of the variational thinking of the students.
KW - Didactic sequence
KW - Function
KW - Variational thinking
UR - http://www.scopus.com/inward/record.url?scp=85079807810&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85079807810
SN - 1613-0073
VL - 2555
SP - 330
EP - 339
JO - CEUR Workshop Proceedings
JF - CEUR Workshop Proceedings
T2 - 2019 International Congress on Educational and Technology in Sciences, CISETC 2019
Y2 - 10 December 2019 through 12 December 2019
ER -