Abstract

MEDINA-MAGDALENO, Juan Carlos  and  CANEO-SALINAS, Oscar Custodio. A-didactic situations through scratch for numerical conceptualization in fourth year students of basic education: a case study. Educ. mat. [online]. 2020, vol.32, n.3, pp.121-152.  Epub Dec 06, 2021. ISSN 2448-8089.  https://doi.org/10.24844/em3203.05.

This research report presents an experience of the use of non-didactic situations according to the theoretical foundation of Guy Brousseau’s Didactic Situations and Vergnaud’s theory of conceptual fields, theoretical references that were used in the analysis of inquiry regarding conceptualization of the negative numbers, in a fourth year student of Basic Education in a school in Valparaíso-Chile. Using the Scratch environment as a resource, situations were created, with the intention that the student extends her conceptualization regarding these numbers and without prior knowledge of the formal aspects of these. As a result, it was evident that the student extended his conceptualization. It is a qualitative investigation, which used as instruments the interview and the recording of the student’s written productions to carry out the analysis, through this process it has been possible to recognize the conditions in which the numerical extension is reached for the case studied, which They are: recognition of the different levels of conceptualization of negative numbers, duality of the minus sign and acceptance of integer subtraction, and exploring the difficulties he had in learning concepts of negative numbers.

Keywords : a-didactic situations; conceptual fields; numerical conceptualization; addition and subtraction of whole numbers; Scratch environment.

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