Instrument for evaluating prior mathematical knowledge for the teaching of Limit concept during the SARS-CoV-2 pandemic
Abstract
The technology that we have today is not conceivable without one of the pillar concepts in the construction of the Differential Calculus, the Limit. An important concept that, since its “discovery or invention” by Newton and Leibniz, has created difficulties for many mathematicians to understand it, it was not until the arrival of Cauchy that he defined it in a more practical way, but not for students, since various studies refer to the difficulty it has the study of Limit as well as the misconceptions that the student gives it and the little success on the part of the students in their understanding in which didactic strategies have been carried out for their understanding, all in a face-to-face setting. However, for reasons of SARS-CoV-2, the situation is even more difficult since everything is framed in an emerging teaching. Therefore, it is decided to design and create a diagnostic instrument of the student's previous knowledge that precedes the learning of Differential Calculus Limit in such a way that it measures, characterizes and synthetically explores both the procedural and conceptual skills of the cognitive processes of arithmetic and algebra, such that it allows to have enough constructs to understand the concept of limit. The instrument is validated in four phases in which the judgment of experts and the psychometric processes that allow the generation of scientific evidence are contemplated. This instrument conjectures the weaknesses that students may have and provides the teacher with a horizon to decide the didactic methodology to address the topic. With this result, it joins the efforts of various researchers in educational mathematics who seek to improve both the teaching and learning of the concept of limit.
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