Examinando por Autor "Duarte, P.V.E."
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Ítem Aspectos emergentes en la comprensión de la tasa de variación(EDUMATEC-UFPE, 2011-01-01) Duarte, P.V.E.; Jaramillo Lopez, C. M.; Villa, Jhony AlexanderEl presente artículo es producto de una investigación en la cual, a través del estudio de casos, se usó la teoría de Pirie y Kieren para indagar por la manera cómo se desarrolla el proceso de comprensión de la noción de tasa de variación.Ítem Caracterización de la comprensión del concepto de probabilidad(Universidad de Medellín, 2011-05-01) Duarte, P.V.E.; Jaramillo Lopez, C. M.; Acevedo, Diana PatriciaEn la educación matemática es pertinente generar espacios para la reflexión y análisis de las investigaciones llevadas a cabo para favorecer la comprensión de diferentes conceptos. Cada una de ellas está permeada por factores:históricos, epistemológicosÍtem Conceptualizaciones del cálculo con el asistente matemático 3D- Universal(Winter Garden, Fla. IIIS, 2011-01-01) Duarte, P.V.E.; Rojas, Luis CarlosCuando nos referimos a la comprensión de las Matemáticas,la visualización hace parte fundamental de ésta; más aún, si nos referimos al Cálculo Vectorial, la importancia que juega en su estudio es primordial. Este campo de las MatemáticasÍtem Enseñanza del cálculo con realidad aumentada utilizando un dispositivo Tablet(Universidad de Medellin, 2013-05-01) Duarte, P.V.E.; Trefftz Gomez, Helmuth; Herrera, Juan Fernando; Duarte, P.V.E.; Trefftz Gomez, Helmuth; Herrera, Juan Fernando; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesÍtem Enseñanza del cálculo con realidad aumentada utilizando un dispositivo Tablet(Universidad de Medellin, 2013-05-01) Duarte, P.V.E.; Trefftz Gomez, Helmuth; Herrera, Juan FernandoÍtem Enseñanza del Cálculo Vectorial: Aspectos Pedagógicos y Tecnológicos(Editorial Académica Española, 2012-03-30) Rojas, Juan Carlos; Duarte, P.V.E.; Rojas, Juan Carlos; Duarte, P.V.E.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia (EAFIT – U de A)Actualmente, las competencias que deben alcanzar los estudiantes en las ramas de las matemáticas y específicamente en el Calculó, están orientadas más a la comprensión y aplicación de los conocimientos a situaciones de la vida real, que a la memorizaciónÍtem Fases de aprendizaje en el contexto de van Hiele para el concepto de continuidad local(Universidad de Medellín, 2011-05-01) Duarte, P.V.E.; Salazar, Ledys LlasminEn la educación matemática es pertinente generar espacios para la reflexión y análisis de las investigaciones llevadas a cabo para favorecer la comprensión de diferentes conceptos.Ítem Geogebra y Applets Aplicados a la Enseñanza y Aprendizaje del Cálculo(2012-11-16) Duarte, P.V.E.; Rojas, Luis CarlosCada disciplina se caracteriza por tener formas específicas para construir el conocimiento. Si nos referimos al Cálculo, sus contenidos giran en torno a las gráficas en dos y tres dimensiones, por lo que la interpretaciónÍtem Implementación de una guía de actividades desde? la EpC para la interpretación de tablas y gráficas estadística en estudiantes de básica primaria(Universidad de Medellin, 2013-05-01) Duarte, P.V.E.; Mendez, David; Rendon, Paula; Vargas, LeonardoConceptualización del pensamiento aleatorio y sistemas de datos a partir de diversos contextosÍtem La relación inversa entre cuadraturas y tangentes en el modelo de de Pirie y Kieren(EDUMATEC-UFPE, 2011-01-01) Duarte, P.V.E.; Jaramillo Lopez, C. M.; Londoño, Rene AlejandroEl presente artículo pretende facilitar en estudiantes de la Educación Media y primer semestre de universidad, que han pasado por una enseñanza de los conceptos de recta tangente y área, la comprensión de uno de los teoremas más importantes del AnálisÍtem Red de laboratorios de acceso remoto para la experimentación en robótica(Universidad de Medellín, 2011-05-01) Duarte, P.V.E.; Buitrago, Jaime Alberto; Días, Andrés AlejandroEstá red de laboratorios de acceso remoto para la experimentación en robótica ha sido desarrollada en el marco del proyecto de investigación ?Framework para el desarrollo de laboratorios de acceso remoto sobre redes de alta velocidad (Renata)Ítem Technological tools to learn calculus(Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesOnline learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University. © 2015 IEEE.Ítem Technological tools to learn calculus(Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e HistoriaOnline learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University. © 2015 IEEE.