Technology as a support in the development of didactic activities for covariational reasoning
Résumé
This article presents a project that promotes covariational reasoning with the support of technology
in secondary school students (14-15 years old) in the case of Mexico. A didactic sequence was carried
out in which exploration and guided learning sheets were designed with their respective virtual
didactic environments to develop the concepts of variation and covariation from an interactive and
qualitative approach to describe how one quantity varies about another. This sequence was organised
through a hypothetical learning trajectory. The levels of covariation proposed by Carlson and
colleagues were applied to assess the degree of development of variational thinking. The interactive
virtual learning scenarios played a central role in the design of the activities and, in turn, fostered
an environment of cooperation and enthusiasm in the students, allowing them to move from the
context situation to the various representations; however, due to the lack of mathematical
prerequisites, the students progressed only up to level 2 of covariational reasoning.
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