Analysis of the instructional strategies used for the significant learning of the definition of function derivative of a variable

Abstract

The present proposal hopes to introduce a change that transcends the generally algorithmic approach that is taken from the derivative, the construction of knowledge based on its significant learning is sought, based on its geometric and functional conception, as a reason for change. The objective was to analyze the instructional strategies used for meaningful learning of the definition of derivative of functions of a variable. Based on the theories of Barriga, Cabero, Romero, Vera and Gonzalez. Framed within the positivist paradigm, with a quantitative, descriptive, field, non-experimental and transectional approach. The sample was stratified, of sixty-four (64) students and a census population of six (6) teachers of the Calculus I subject, who were administered a questionnaire of thirty three (33) items, versioned for the students. It was concluded that the most worked-out strategies are pre-instructional and the least, co-instructional. Likewise, the strategies most used by teachers and students are the objectives, and the least used by teachers are the previous organizers and by the students, problem solving. Therefore, better ways to learn should be implemented, such as greater ability to visualize mathematical functions, flexibility to learn individually, attending to each student's own rhythm, approach to group interaction and exchange of knowledge in person and Optimize them virtually, using web tools to solve mathematical problems with implications in everyday life.