This is an investigation where the processes applied by a group of high school students during the resolution of mathematical problems are analyzed, around the study of quadratic functions. The theory that supported the work was significant learning from the Ausubelian perspective. We work based on descriptive-quantitative methodology, framed within a non-experimental design of descriptive transectional type. Data was collected with 38 students using a non-probabilistic sampling technique, and applying two instruments: a questionnaire and a semi-structured interview. The questionnaire had four problem situations whose solutions could be found using quadratic functions, while the interview was made up of thirteen semi-structured questions that allowed complementing the information gathered. Results show us that students tend to acquire a process of mechanical and memorial learning, leaving aside the reflection process that allows them to design an appropriate strategy to solve a problem related to functions. In conclusion, teachers must apply teaching-learning strategies that stimulate the recurrence of the student's prior knowledge to obtain meaningful learning.
|Translated title of the contribution||Processes applied by students to solve mathematical problems: case study about quadratic function|
|Original language||Spanish (Ecuador)|
|Journal||GÓNDOLA: Enseñanza y Aprendizaje de las Ciencias|
|State||Published - 1 May 2020|