Situaciones de variación y cambio : un enfoque desde la visualización matemática para su comprensión en la enseñanza

El fortalecimiento del pensamiento variacional, ha sido una de las constantes preocupaciones de los últimos años dentro del sistema educativo Colombiano, allí, se ha buscado estrategias que amplíen, fortalezcan y profundicen en conceptos, métodos y formas para construir aprendizajes significativos. Partiendo de esta primicia, se diseña un proyecto de aula que parte de situaciones de variación y cambio mediadas por la visualización matemática en estudiantes del grado octavo del Colegio San José de La Salle, en donde se busca abordar el pensamiento variacional desde una práctica en el aula que transforme los modelos de enseñanza-aprendizaje desde otras miradas, con el objetivo de llevar al joven a ejecutar, analizar, crear e investigar, con una participación directa en la adquisición de sus conocimientosAbstract: The strengthening of variational thinking, has been one of the constants concerns of recent years within the Colombian education system, for this reason, it has searched for strategies that expand, strengthen and deepen concepts, methods and ways to build meaningful learning. Starting from this fact, a classroom project is designed that starts from situations of variation and change mediated by mathematical visualization and applied in eighth grade students of the San José de La Salle school. It seeks to address variational thinking from a practice in the classroom that transforms the teaching - learning mode ls and guide student to execute, analyze, create and investigate with direct participation in the acquisition of their knowledge. To keep the same line, this project was carried out under the model of teaching for understanding (EpC) and it was framed in a situation of climate change in the city of Medellin. The way in which variation and change was conceptualized in diff erent contexts was investigated, as well as where they are articulated by relating mathematics and different systems of representation, it for to develop reasoning, modeling and argumentation processes. According to the intervention, implementation and analysis of the project, was possible to show an educational proposal that aims to transcend and transform educational practices from a model that is interesting for the student and articulate devery day sit uations with mathematics, in articular, towards variational thinking , besides, was possible to dynamize the teach ing task and to invite the student to become directly involved in their learning processes, especially in the oncepts of variation and change, respectively