Metacognitive Judgments in Learning the Derivative Concept Using the Virtual Lab Strategy

Resumen

Esta investigación implementó una intervención en el aula, utilizando un laboratorio virtual como estrategia didáctica basada en la comprensión del concepto de derivada, aplicado al problema de la línea tangente. Se aplicó la metodología Pretest-Posttest para ver si existen diferencias significativas en el aprendizaje del concepto de derivada en comparación con el enfoque de enseñanza tradicional. Los resultados indican que al realizar el análisis estadístico se identifican tres categorías en relación a las competencias desarrolladas por los estudiantes: solución de ecuaciones, identificación de términos y cuestiones conceptuales. Se encontró diferencia en las varianzas de poblaciones para la competencia de resolución de ecuaciones, obteniendo  mejor desempeño en el grupo experimental; las otras dos categorías muestran un desempeño similar en ambos grupos, por lo que consideramos el método propuesto como una forma alternativa de enseñar el concepto de derivada. Finalmente, se identificaron las estrategias de regulación metacognitiva aplicadas por los estudiantes durante el proceso de intervención didáctica.

Palabras clave:

Concepto de derivada

didáctica de las matemáticas

análisis comparativo

cognición

juicios metacognitivos

Derivative concept

didactics of mathematics

comparative analysis cognition

metacognitive judgements

Citas

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