Derrigorrezko Bigarren Hezkuntzako ikasleek GeoGebran egindako esplorazioaren bidez ebatzi dituzten jardueren analisia

Derrigorrezko Bigarren Hezkuntzako 108 ikasleri zirkunferentzien luzera eta zirkuluen azalera lortzeko poligono erregularren hurbilpenean oinarritutako metodo bat aurkeztu zaie. GeoGebran egindako esploraziotik jasotako datuekin, ikasleek neurri horiek identifikatu behar izan dituzte eta, ondoren, metodo honen eta metodo aljebraikoaren (2𝜋𝜋𝜋𝜋 edo𝜋𝜋𝜋𝜋2) arteko erlazioa identifikatu behar izan dute. Esperimentazioaren emaitzek argiztatu dute ikaslegoaren erdiak baino gehiagok luzera eta azalera identifikatzea lortu duen arren, ikasle asko ez direla gai izan esploraziotik jasotako informazioa ongi erabiltzeko. Gainera, oso ikasle gutxik identifikatu dute bi metodoen arteko erlazioa eta erlazio horren zergatia. Guzti honek ulermen erlazionalaren garapenaren beharra agerian uzten du.

108 students of Compulsory Secondary Education were introduced to a method based on the approximation of regular polygons to obtain the length of circumferences and the area of circles. With the data obtained from the exploration carried out in GeoGebra, the students were tasked to identify said measures and, subsequently, identify the relation between this method and the algebraic one (2𝜋𝜋𝜋𝜋or𝜋𝜋𝜋𝜋2). The results showed that, although more than half of the students were able to identify the length and the area, several students did not correctly use the information obtained from the exploration. In addition, very few students were able to correctly determine the relationship between the two methods and the rationale behind this relation. This exposes the need to develop relational understanding.