{"id":60028,"date":"2018-03-09T22:47:53","date_gmt":"2018-03-09T22:47:53","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/aprendizaje-del-concepto-de-la%c2%admite-funcional-en-alumnos-de-ingenierias\/"},"modified":"2018-03-09T22:47:53","modified_gmt":"2018-03-09T22:47:53","slug":"aprendizaje-del-concepto-de-la%c2%admite-funcional-en-alumnos-de-ingenierias","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/educacion-superior\/aprendizaje-del-concepto-de-la%c2%admite-funcional-en-alumnos-de-ingenierias\/","title":{"rendered":"Aprendizaje del concepto de l\u00edmite funcional en alumnos de ingenier\u00edas"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Nora Gatica Stella <\/strong><\/h2>\n<p>Esta investigaci\u00f3n analiza los aprendizajes de alumnos de ingenier\u00eda contrastando los procesos de formaci\u00f3n matem\u00ed\u00a0tica utilizando la conceptualizaci\u00f3n cl\u00e1sica de weierstrass, que es la que aparece en todos los textos de an\u00e1lisis matem\u00e1tico, y la creada por bl\u00e1quez y ortega basada en la aproximaci\u00f3n \u00f3ptima. para analizar las representaciones de los estudiantes y desarrollar la docencia, se utilizaron los marcos te\u00f3ricos de duval , los actos de comprensi\u00f3n de anna sierspinska y la socioepistemolog\u00eda de ricardo cantoral y colaboradores en sus cuatro componentes: la evoluci\u00f3n del concepto, las instituciones, los programas escolares y la metodolog\u00eda de ense\u00f1anza.  el marco metodol\u00f3gico fue investigaci\u00f3n acci\u00f3n y se completaron tres ciclos experimentales en los a\u00f1os acad\u00e9micos 2003, 2004 y 2005 con alumnos de primer curso de la facultad de ingenier\u00eda y ciencias econ\u00f3mico sociales de la universidad nacional de san luis (argentina). entre las conclusiones se destaca que la conceptualizaci\u00f3n como aproximaci\u00f3n \u00f3ptima es m\u00e1s apropiada para estos estudiantes por las siguientes razones:     * su formulaci\u00f3n, que es rigurosa, es m\u00e1s sencilla que la m\u00e9trica roque se libera del formalismo ligado a la simbolog\u00eda epsilon-delta y es m\u00e1s perdurable en la memoria de los alumnos.     * los estudiantes de ingenier\u00eda se sienten m\u00e1s motivados con l a definici\u00f3n como aproximaci\u00f3n \u00f3ptima y sus aprendizajes son m\u00e1s significativos.     * estos alumnos tienen unas deficiencias tan profundas en la arim\u00e9tica simb\u00f3lica que les impide comprender la significaci\u00f3n de la formulaci\u00f3n m\u00e9trica.     * la formulaci\u00f3n como aproximaci\u00f3n \u00f3ptima es m\u00e1s \u00fatil y m\u00e1s f\u00e1cil de aplicar y, de hecho, es la que espont\u00e1neamente aplican en la demostraci\u00f3n de propiedades.     se constata que el uso de las nuevas tecnolog\u00edas en el aprendizaje del concepto, es una motivaci\u00f3n positiva para los alumnos, pero que debe ser complementaria de la docencia en la piz<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Aprendizaje del concepto de l\u00edmite funcional en alumnos de ingenier\u00edas<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Aprendizaje del concepto de l\u00edmite funcional en alumnos de ingenier\u00edas <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Nora Gatica Stella <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Valladolid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 17\/07\/2007<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li> Ortega Del Rinc\u00f3n Tom\u00e1s<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: carmen Azcarate gimenez <\/li>\n<li>mar Moreno (vocal)<\/li>\n<li>matias Camacho machin (vocal)<\/li>\n<li>sonsolez Bl\u00e1zquez mart\u00edn (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Nora Gatica Stella Esta investigaci\u00f3n analiza los aprendizajes de alumnos de ingenier\u00eda contrastando los procesos de formaci\u00f3n [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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