Slope Concept in the School Curriculum. Its Scope and Limitations

• Autor(a) principal: David-Alfonso Páez
• Data de Publicação: 2021
• Outros Autores: Daniel Eudave Muñoz, José Antonio Orta Amaro
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.7.2021.258-265
• topic: Matemáticas; Álgebra; Educación; Currículum Escolar; Aprendizaje; Mathematics; Algebra; Education; School Curriculum; Learning

The objective is to identify in the Mexican school curriculum the proposal that it offers to study the concept of slope in third grade of high school (students between 14 and 15 years of age), in particular, identify the type of didactic activities and their relationship with the definition of slope. This research has a qualitative approach through the case study method, focused on the documentary analysis of the Plans and study programs 2006 and 2011 and Didactic Orientations 2017 of the Secretaría de Educación Pública to subject mathematics. The analysis involved making a review of the three documents around the conceptual information and didactic suggestions, as well as the type of activities for the students. The results show that the official documents 2006 and 2017 state that the slope should be worked from the Cartesian coordinate system in terms of ratio of change, suggesting activities, most of which are contextualized and involve non-homogeneous units of measurement. This type of activities could cause difficulty of comprehension in the students as to determine if the slope is only a number and how, from the rate of change, it refers to the position of the line with respect to the abscissa axis in the Cartesian plane. It is necessary that the curricular proposal includes activities whit on homogeneous units, in order to allow students to understand the meaning and value of the slope.