Abstract:

Numerous investigations have shown that many students, at all educational levels, have difficulties with Mathematics. Experts consider that students and teachers face more problems in teaching and learning processes in geometry. The level of abstraction and difficulty in the calculation of areas and volumes makes its contents very complicated for high school students. Situation that is counterproductive if one considers that geometry originates in practical activities and in the problems of daily life and that in the world that surrounds us there are infinity of figures and bodies with geometric shapes. The explanation that can be given to this problem is that in most education systems, the contents of geometry are presented as finished products of the mathematical activity and there is no place for students to participate actively in the construction of that knowledge. In addition, when presenting the contents, it is generally not considered that people learn differently and that one of those differences responds to the way the student receives and processes the information.

In the described context, a didactic sequence is proposed that guides the teaching-learning processes of rectangular prisms. To make these processes more efficient under the competences approach, students' learning styles are considered in a global way and a set of activities is proposed that make the training process stop being passive to an interactive process that is attractive for the students. The use of Information and Communication Technologies (ICT) as tools that facilitate, motivate and reinforce the educational process is integrated into the teaching and learning processes.

The proposal is addressed to students of the 1st year of secondary school and responds to the National Educational Plan of the Republic of Peru.

To include the learning styles, in the design of the sequence, they have been taken the Neuro Linguistic Programming Model and the Kolb Model.

The sequence has been structured in modules. The modules are not independent among them, that is, each new module is related to what was worked on in the previous ones.

The didactic sequence includes three moments: opening, development and closing, so pre-instructional, co-instructional and post-instructional didactic strategies are used. All this is done in order to promote the achievement of significant learning in the student.

The proposal considers two types of activities: those carried out with the teacher that lead to guided learning and autonomous learning activities. For the development of digital competence, the use of Geogebra and spreadsheet is proposed, as ICT tools that favor the appropriation of contents.

In order to favor citizen competence, activities are contextualized in environmental conservation and solid waste management. The students are asked to make some inquiries, among them to find out what the Sustainable Development Goals, so that the search and information management competence would also be developing.

The sequence’s goal is that all students feel included and able to learn significantly concepts, laws and properties from geometry; in addition, the activities will be contributing to the development of mathematical competence and some transversal competences.

It is also expected to contribute to the social and learning to learn abilities.

As a consequence of the design of the didactic sequence a set of reflections and conclusions has been reached.

Keywords:

Learning styles, active methodologies, geometry, area and volume of prisms.