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Keywords
(9)
Basic Education
Change Process
Concept Map
Graphical Representation
Point of View
Rate of Change
Teaching and Learning
Water Temperature
First Year
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CONCEPT MAPS IN TEACHING AND LEARNING PROCESS OF RATE OF CHANGE CONCEPT
CONCEPT MAPS IN TEACHING AND LEARNING PROCESS OF RATE OF CHANGE CONCEPT,Pedro Vicente Esteban Duarte,Paula Andrea,Rendón Mesa
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CONCEPT MAPS IN TEACHING AND LEARNING PROCESS OF RATE OF CHANGE CONCEPT
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Pedro Vicente Esteban Duarte
,
Paula Andrea
,
Rendón Mesa
The implementation of concept maps in the classroom allows both the teacher and the student discovering and describing meaningful relations among the concepts object matter of the study (Novak & Gowin. 1988), making it possible to create connections between them and the context in which activities are developed. That is the reason why
teaching and learning
process are related to the rate of change, in order to provide students with a tool which allows them evidencing in an organized way several relations of the concept to events of the environment, such as a plant's growth in relation to time, a country's currency price variation with respect to other country's currency,
water temperature
variation when submitted to a burner in relation to time, etc. 1. Reference Framework During the first years of education, mathematics faces students with situations in which they can use algorithms such as those from addition, subtraction, multiplication, division, among others, in order to relate two magnitudes which do not vary, from which an answer having the same characteristics is obtained. At the end of the
basic education
cycle, algebra studies begin; it introduces "variables" which can have several meanings according to the context from which stated problems have been extracted. From a mathematical point of view, this school pathway is characterized by going from arithmetical studies to algebraic studies. This brings new challenges to students, as operation alternatives are wider, new and different meanings are given to the answers, which require a maturity period of these new concepts to be understood. When basic school cycle ends, the concept which synthesizes studied change processes is the
rate of change
which can be modeled, in situations where variation is continuous, from straight line equation y = mx + b, where m is the value representing variation relation among observed phenomena. Understanding this concept represents new challenges for students from different points of view: from language point of view, handling new mathematical expressions; the meaning of each one of the equation terms according to the context from which variables object matter of this study have been extracted; graphic representation, among others. Concept maps are a good tool which allows teachers realize the assimilation of the
rate of change
concept.
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