Introducción a la Geometría Clásica en primero de la ESO. Una propuesta didáctica
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2024-04-23
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Jaén: Universidad de Jaén
Resumen
Este documento responde como Trabajo de Fin de Máster para Profesorado de Enseñanza Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas. En él, se desarrolla una fundamentación curricular que recoge y comenta los aspectos esenciales del currículo; además, se realiza un análisis exhaustivo de dos libros de texto aplicando la `Teoría de Idoneidad Didáctica' y construyendo sus polígonos de idoneidad didáctica para realizar una comparativa crítica y sustentada. La fundamentación epistemológica desarrolla formalmente las bases de la geometría clásica, intentando aunar el contenido de la Unidad Didáctica para 1o de ESO con el `Tema 39. Geometría del triángulo' del temario de oposiciones, partiendo desde su desarrollo axiomático. La fundamentación didáctica analiza dos artículos sobre metodologías de enseñanza-aprendizaje, prometedoras y altamente compatibles: el aprendizaje invertido y la gamificación. Ambas son aplicadas en la Unidad Didáctica junto con otras mecánicas; como el aprendizaje dialógico, unas fichas de reflexión o la autocorrección.
The present document serves as Master's Final Project in Secondary Mandatory Education, Bachillerato, Professional Training and Language Teachings. In it, a curricular foundation is developed, which includes and comments on essential aspects of the curriculum; in addition, an exhaustive analysis of two textbooks is carried out applying the `Theory of Didactic Suitability' and constructing their didactic suitability polygons to make a critical and sustained comparison. Epistemological foundation formally elaborates on the basis for classical geometry starting from its axiomatic development, aiming to combine the contents of the Didactic Unit for first course of ESO and `Unit 39. Geometry of triangle' of Public Competition Oppositions' syllabus. Didactic foundation analyses two articles on promising and highly compatible teaching-learning methodologies: `flipped learning' and `gamification'. Both are applied in the didactid unit along with other mechanics, such as `dialogical learning', `meditating worksheets' or `self-correction'.
The present document serves as Master's Final Project in Secondary Mandatory Education, Bachillerato, Professional Training and Language Teachings. In it, a curricular foundation is developed, which includes and comments on essential aspects of the curriculum; in addition, an exhaustive analysis of two textbooks is carried out applying the `Theory of Didactic Suitability' and constructing their didactic suitability polygons to make a critical and sustained comparison. Epistemological foundation formally elaborates on the basis for classical geometry starting from its axiomatic development, aiming to combine the contents of the Didactic Unit for first course of ESO and `Unit 39. Geometry of triangle' of Public Competition Oppositions' syllabus. Didactic foundation analyses two articles on promising and highly compatible teaching-learning methodologies: `flipped learning' and `gamification'. Both are applied in the didactid unit along with other mechanics, such as `dialogical learning', `meditating worksheets' or `self-correction'.