Teaching Strategies in the Teaching of Notable Products and Factoring in the Telesecundaria
Abstract
The present work has the objective of resignifying the mathematical operations of the notable products and the factorization with geometric procedures and mathematical logical reasoning, in such a way that the students see the operations as inverses of each other and this allows them to move mathematically with greater ease. This mathematical content is studied in the third grade of telesecundaria education, in the first block of the program. To apply the didactic activities, the previous knowledge of the students was rescued, which allowed them to more easily build the rules for the development of notable products, such as the case of square binomials, conjugates and binomials with a common term; subsequently, the inverse activities were carried out, that is, going from a perfect square trinomial to a square binomial and so on with the other two notable products. Regarding the results obtained by the implementation of the didactic sequences, 17 students (85 %) had a better school performance. In conclusion, the students were able to relate the operations retrospectively until they reached the starting point; this almost wasted reasoning in the teaching of mathematics allows appropriating the resolution of problems with their respective verification, that means that there is learning with metacognitive reasoning. The only difficulties observed in learning were presented in the graphical representation of the conjugate binomials and in the construction of the binomial rule with a common term.
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