Propuesta metodológica para la enseñanza y aprendizaje de la geometría analítica a través de la resolución de problemas

Abstract

Analytical Geometry represents a branch of mathematics easily visualized in everyday life. Despite its practicality, challenges persist in its teaching and learning processes, leading to student indifference towards the subject. In addition, there is a need for learners to acquire accurate knowledge and meaningful learning of Analytic Geometry, particularly in conics. Therefore, the aim of this research was to address these issues by designing a referential document in which a methodological proposal for the teaching and learning of Analytical Geometry through problem-solving is enunciated. The methodology used had a qualitative approach with descriptive scope and documentary research design, given that information on Analytical Geometry, problem-solving, and technological tools used in the field was gathered from reliable bibliographic sources, including scientific articles and books. Moreover, the research meticulously details key aspects, such as problem definitions and characteristics, problem-solving, and contextualization. The primary outcomes of the study delineate a six-phase framework for problem-solving in Analytical Geometry, specifically conics. Likewise, a set of contextualized problems was explored, applying the proposed phases to derive solutions. Both elements generated a reference document with theoretical and practical characteristics where the visual aspects of Geometry are highlighted. This material will serve as an alternative instrument for the teaching and learning of Analytic Geometry. It is concluded that this reference document can contribute to the development of a geometric vision in learners through problem-solving, as well as to show an attractive scenario for the study of other areas of mathematics