Desarrollo del pensamiento geométrico espacial a través de una estrategia didáctica de diseño artístico basada en la resolución de problemas para estudiantes de grado décimo
This research is framed in the design teaching process, which leads to the development of spatial geometric thinking. As this competence is of great relevance in the appropriation of concepts and geometric figures applied to the creation of composite artistic designs, the development of this type of...
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| Autores principales: | , |
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| Otros Autores: | |
| Formato: | Tesis y disertaciones (Maestría y/o Doctorado) |
| Lenguaje: | spa |
| Publicado: |
Universidad Antonio Nariño
2022
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| Materias: | |
| Acceso en línea: | http://repositorio.uan.edu.co/handle/123456789/7134 |
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| Sumario: | This research is framed in the design teaching process, which leads to the development of
spatial geometric thinking. As this competence is of great relevance in the appropriation of
concepts and geometric figures applied to the creation of composite artistic designs, the
development of this type of thinking generates in students skills and abilities that originate from
the interaction of human beings with two-dimensional elements and the environment that
surrounds them. Taking into account the scope of spatial geometric thinking, this research was
carried out with a qualitative approach, application scope and quasi-experimental design, with a
population of 16 students. The entrance and exit tests were designed following Hoffer's geometry
comprehension skills and Van Hiele's geometry teaching levels in order to identify geometric
concepts, geometric transformations, creation of flat composite artistic designs and, specifically,
to determine the level of thinking development in the study population, before and after the
implementation of the strategy. According to the input from the entrance test, a didactic strategy
of artistic design was designed and implemented, supported by problem solving with conceptual
and practical activities aimed at developing the spatial geometric thinking of the tenth-grade
students of the Restrepo Millán I.E.D. school. Once the results were obtained, it was possible to
conclude that the development of spatial geometric thinking can be generated by the interaction
between the environment, the individual and the geometries in daily activities, thus allowing
students to be immersed in learning situations where they can solve creative problems of artistic
design. |
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