Una nueva herramienta para evaluar la comprensión del cálculo confiando en la comprensión relacional e instrumental
Resumen
Los cambios en los libros de matemáticas de la escuela secundaria en los últimos años han llevado a algunos cambios en el concepto de cálculo, y la mayoría de los estudiantes solían trabajar duro para memorizar en lugar de comprender. En los primeros años después de ingresar a la universidad, serán desafiados por los mismos conceptos y su aplicación en otras ciencias. La revisión de los estudios anteriores ha demostrado que hasta ahora no se ha desarrollado ningún instrumento de investigación para abordar tales desafíos. Luego, los investigadores del estudio desarrollaron y estandarizaron un instrumento. La población estaba compuesta por todos los estudiantes de primer año de pregrado de ingeniería y ciencias básicas de la Universidad de Teherán. Usando una técnica de muestreo intencional, se seleccionaron 162 estudiantes varones y mujeres. Todos los seleccionados habían pasado el curso de cálculo 1. Los investigadores consideraron algunos factores y desarrollaron un instrumento y finalmente lo validaron con base en esos componentes. Además, dado que no había herramientas disponibles para medir la comprensión relacional e instrumental de la derivada, se diseñaron y agregaron algunas preguntas sobre el concepto de definición de derivada al final del cuestionario. Finalmente, después de las investigaciones realizadas a través del análisis factorial exploratorio, se desarrolló e introdujo un instrumento de investigación para medir la comprensión del concepto de derivada y su comprensión instrumental y relacional.
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