Análisis de la comprensión de polígonos basado en el modelo teórico de Van Hiele.

Abstract

In this research seeks to analyze the understanding of polygons based on the theoretical model of Van Hiele. To achieve this it is designed and implemented a unit of teaching patterns of two models, teaching for understanding (EpC) and the theoretical model of Van Hiele. This allowed describing the reasoning of students taking into account specific descriptors in the subject matter (polygons). The methodology used includes a qualitative paradigm, a participatory action research design and a descriptive level. The group of third grade of School Bethlemitas Brigthon city of Pamplona, which has 33 students ranging between 8 and 9 years old assumed as shown. The analysis of the information collected (student productions and field diaries of the researchers) to suggest that a small percentage of students are at Level 1 reasoning Van Hiele, a naive understanding; most, is traveling to Level 2, showing understanding of novices, and the remainder in level 2 reasoning, acquiring compression apprentice. The development of this study to suggest that, given the importance of visual reasoning in understanding and creating math students would be desirable that teachers take into account these aspects when designing lesson plans, while those initiatives are complemented by the use of new technologies.