Evaluación del desarrollo de competencias a partir de la modelación matemática

Abstract

In the present study, an educational intervention was carriedout in eleven graders belonging to the St. Vincent de Paul educationalinstitution in the city of Medellín, in order to build the concept ofexponential function in a meaningful way under the problem-situationapproach. For the study, an experimental group, on which the interventionwas carried out, was used, and a group control, which worked in thetraditional way. Learners were supplied with a sequence of problemsituations, especially one of the experimental type, through a PotentiallyMeaningful Teaching Unit (PMTU) with different degrees of complexity,in order to identify prior knowledge and to introduce the new one. Inpractice, graphical, tabular, and symbolic type situations were proposed.The results showed that learners in the experimental group reached higherlevels of competence than those of the control group

Keywords

• meaningful learning
• problem situation
• modeling
• didac-tic intervention
• exponential function