Experiencia innovadora con funciones periódicas derivadas del andar de una hormiga en ingeniería

Abstract

This work presents an innovative didactic intervention strategy, where we start from an imaginary situation in a real context, the walking of the ant around a square, from which the periodic function that represents this phenomenon must be induced, going from concrete operations to abstract operations. The experimental sample of the activities was 80 university students; two engineering students at two universities. Both the starting school situations and the infrastructure of the institutions were different. The quantitative and qualitative results of the activities are presented, as well as some comments from the students about this type of didactic intervention and an analysis of the results is made based on the conditions of each university. It is concluded that this type of innovative intervention offers university students a new mathematical concepts, in a playful way, which encourages personal reflection on what happens in each specific situation and encourages the abstraction process, with the goal of reaching to a representation of the physical phenomenon through various semiotic registers of representation: arithmetic register, tabular register, graphic register and algebraic register.