Un modelo de reproducibilidad de situaciones didácticas para la conceptualización del límite
Keywords:
limits, symptotes, didactic engineering, problems, mathematics, conceptualizationAbstract
A didactic engineering model was developed to teach the limit concept through the use of asymptotes and dynamic graphics, as an alternative solution for problems presented at the pre-calculation level of this concept. Subsequently, it was staged in different teaching systems by participating teachers. The results obtained show a clear similarity between the deductions and solutions to the problems resulting from the students of the initial group and the different didactic systems in which they were applied. A model of reproducibility of didactic situations is proposed to teach the concept of limits in mathematics, using dynamic asymptotes and graphics as a pedagogical resource. The investigation was applied to different educational systems, validating its effectiveness in predicting and understanding limits. The integration of algebraic, graphic and numerical records through technological tools is emphasized, favoring the social construction of knowledge and the clarification of complex notions. The results show that students and teachers reach similar conclusions, highlighting the value of the asymptotes as visual and conceptual support in teaching the limit at a precalculus level.
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Copyright (c) 2026 Juan Baltazar Cruz-Ramírez (Autor/a)
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