Learning ordinary differential equations mediated with GeoGebra
DOI:
https://doi.org/10.46954/revistages.v7i1.128Keywords:
schemas, equations, algebraic route, graphic routeAbstract
PROBLEM: in mathematics education it is of interest to describe the students' schemas after concluding ad hoc learning sequences. OBJECTIVE: to characterize the graphical-algebraic schema of the concept of solution of a first-order ordinary differential equation of a student after concluding a learning sequence designed under a graphical-algebraic approach mediated with GeoGebra. METHOD: the methodology used is of a qualitative nature and reports a case study based on data obtained from a questionnaire and a semi-structured interview conducted with a bachelor’s degree student in mathematics. This intervention was carried out eighteen weeks after completing the learning sequence. RESULTS: the written productions and the interview excerpts indicate that the student's schema regarding the concept solution of an equation is characterized by the predominance of actions and processes subordinated to the algebraic and algorithmic mode of thinking, with the presence of interactions and weak cognitive connections between the algebraic and graphical routes. CONCLUSION: the student has developed an incipient graphic-algebraic schema of the concept of solution of a first-order ordinary differential equation, but this schema has not been consolidated as an object, since the application of the schema is limited to carrying out the actions and processes that the graphical routes and algebraic demand, with weak connections between them.
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