Abstract:

Teaching Mathematics by model based on a competency approach involves developing teaching strategies based on independent student activity and addressing models that encourage the incorporation of new knowledge.

Professional competences, consisting of specific competences and generic competences; are those that support the basic training of the student and are integrated in the profile of the graduate in conjunction with their field of work.

Both competencies are indispensable to initiate and/or continue the process of training students in this educational model. When talking about professional competences in an institutional framework of higher educational level, it refers to the process that allows students to be trained not only in the knowledge and skills to perform their professional and work functions but also by their process of personal and social development.

The competency approach considers the participation of a student who builds and integrates their conceptual, procedural and attitudinal capabilities in efficient performance in heterogeneous and changing scenarios. That is, the approach develops when the learning teaching process takes on a constructive stance.

In this sense, the subject is considered important for the student to initiate a process of self-management of the learning of the contents, acquire the logical thinking and mathematical tools necessary to model and solve the problems inherent in his profession.

To support these changes within the subject, a series of activities were designed that appeal to the visualization of models compatible with Algebra and Analytical Geometry, and whose purpose is to show genuine applications within the engineering field. This work describes the implementation of these models, and the teaching methodology taught to students.

Keywords:

Competencies, visualization, computational mathematics, teaching strategies.