Estudio del proceso de instrumentalización en el aprendizaje de la función exponencial mediado por el GeoGebra con estudiantes del nivel secundario en una institución educativa pública

• Autor: Reducindo Alvarez, Alvaro Victor
• Formato: tesis de grado
• Fecha de Publicación: 2022
• Institución: Universidad Antonio Ruiz de Montoya
• Repositorio: UARM-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.uarm.edu.pe:20.500.12833/2459
• Enlace del recurso: http://hdl.handle.net/20.500.12833/2459
• Nivel de acceso: acceso abierto
• Materia: GeoGebra (Programa para computadora); Matemáticas; Educación básica secundaria; Educación; http://purl.org/pe-repo/ocde/ford#5.03.01

This thesis aims to promote the instrumental genesis of GeoGebra, specifically to promote the processes of instrumentalization of the exponential function from a learning sequence mediated by GeoGebra in 5th grade students of the secondary level. Because our study is focused on instrumentalization processes, we ask ourselves the following research question: how does a learning sequence, mediated by GeoGebra, does it favor the instrumentalization of exponential function in fifth grade secondary school students? For this study chosen as the central theoretical framework the Instrumental Approach of Rabardel. And as a methodological framework some aspects of the Didactic Engineering of Artigue are worked on. The study is of a local type since it was within a micro-engineering and we focused on the Instrumented Activity System model. Finally, as results of the actions, moments of transformation of usage schemes and accommodation/transposition of new or pre-existing schemes were observed. Finally, we were able to establish that the level of instrumentalization achieved by the students was the level of personalization.