Didactic Strategies for the Formation of the Function Concept of a Real Variable under the User Centered Design Approach

Abstract

Objective: To determine the influence produced by learning activities according to the fundamentals of user-centered design, in the formation and assimilation of mathematical concepts of future applied mathematics professionals at the José Faustino Sánchez Carrión National University, on the subject of functions. of a real variable. Methodology: The research is quantitative, quasi-experimental, longitudinal, prospective. The study sample included 30 students, from the I cycle enrolled in the academic semester 2021-I and 2021-II of the professional school of mathematics, divided into two groups: A (experimental group) and B (control group), had a duration of 16 weeks; the instruments used were two achievement tests that measured the level of understanding of the concept of function. For data analysis, the measures of centrality and the Student's t-test were used. The analysis of the measurements of the dependent variable (conceptualization of the topic of functions of a real variable), before and after the experimental treatment (design of learning activities according to the principles of User Centered Design), confirmed the general objective of the investigation when comparing the values obtained and when using the t Student test with a significance level of 0,05. Conclusions: The findings indicate that the design of the concept of function based on User Centered Design promotes in the student the representative and articulated construction of its meaning through an operational system of learning experiences.