Importance of the super formula in the teaching of fractal geometry.

The objective of the work seeks to guide the basic concepts of Euclidean Geometry that students of the Colegio de Educación Formal Flexible San Mateo have, in this sense to be able to analyze different representations of nature through the super Lame Gielis formula, as a strategy for learning fracta...

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Autores:
Tipo de recurso:
http://purl.org/coar/resource_type/c_6584
Fecha de publicación:
2022
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/16440
Acceso en línea:
https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14598
https://repositorio.uptc.edu.co/handle/001/16440
Palabra clave:
Práctica pedagógica
Matemáticas
Aprendizaje
Geometría fractal
Geogebra
Pedagogical practice
Mathematics
Learning
Fractal geometry
Geogebra
Prática pedagógica
Matemática
Aprendizagem
Geometria fractal
Geogebra
Rights
License
Derechos de autor 2021 Camilo Andrés García Pinilla
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repository_id_str
spelling 2022-07-122024-07-08T14:38:49Z2024-07-08T14:38:49Zhttps://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14598https://repositorio.uptc.edu.co/handle/001/16440The objective of the work seeks to guide the basic concepts of Euclidean Geometry that students of the Colegio de Educación Formal Flexible San Mateo have, in this sense to be able to analyze different representations of nature through the super Lame Gielis formula, as a strategy for learning fractal geometry, making use of the Geogebra virtual tool. Its methodological development is based on a qualitative paradigm (Sandoval Casilimas, 2002) which focuses its development on the understanding and analysis of the different behaviors that individuals study from the following phases Methodological: Observation phase, Creation phase, Application phase and Sustaining phaseEl proyecto busca orientar los conceptos básicos de la Geometría Euclidiana que tienen los estudiantes del Colegio de Educación Formal Flexible San Mateo, en este sentido se analizaron diferentes representaciones de la naturaleza por medio de la súper fórmula de Lame Gielis, como estrategia para el aprendizaje de la geometría fractal, haciendo uso de la herramienta virtual geogebra. Su desarrollo metodológico se fundamenta desde un paradigma cualitativo (Sandoval Casilimas, 2002) el cual enfocó su desarrollo hacia la comprensión y análisis de los diferentes comportamientos que tienen los individuos objeto de estudio, desde las siguientes fases metodológicas: Fase de observación, Fase de creación, Fase de aplicación y Fase de sustentación.O objetivo do projeto visa nortear os conceitos básicos de Geometria Euclidiana que os alunos do San Mateo Flexible Formal Education College têm, neste sentido, diferentes representações da natureza foram analisadas através da super fórmula de Lame Gielis, como estratégia de aprendizagem fractal. Geometria, usando a ferramenta geogebra virtual. O seu desen- volvimento metodológico assenta num paradigma qualitativo (Sandoval Casilimas, 2002) que centrou o seu desenvolvimento na compreensão e análise dos diferentes comportamentos que os indivíduos do estudo têm a partir das seguintes fases metodológicas: Fase de Observação, Fase de Criação, Fase de Aplicação e Elevaçãoapplication/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14598/11935Derechos de autor 2021 Camilo Andrés García Pinillahttps://creativecommons.org/licenses/by-nc-sa/4.0http://purl.org/coar/access_right/c_abf85http://purl.org/coar/access_right/c_abf2FACES AND FACES OF KNOWLEDGE; Vol. 6 No. 10 (2021): Enero - Junio; 17-29Rastros y Rostros del Saber; Vol. 6 Núm. 10 (2021): Enero - Junio; 17-29FACES ET FACES DE CONNAISSANCE; Vol. 6 No 10 (2021): Enero - Junio; 17-29VOLTI E VOLTI DI CONOSCENZA; V. 6 N. 10 (2021): Enero - Junio; 17-29CARAS E CARAS DO CONHECIMENTO; v. 6 n. 10 (2021): Enero - Junio; 17-292539-3324Práctica pedagógicaMatemáticasAprendizajeGeometría fractalGeogebraPedagogical practiceMathematicsLearningFractal geometryGeogebraPrática pedagógicaMatemáticaAprendizagemGeometria fractalGeogebraImportance of the super formula in the teaching of fractal geometry.Importancia de la súper fórmula en la enseñanza de la geometría fractal.Importância da super fórmula no ensino da geometria fractal.info:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6584http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a168http://purl.org/coar/version/c_970fb48d4fbd8a85García Pinilla, Camilo Andrés001/16440oai:repositorio.uptc.edu.co:001/164402025-07-18 11:45:24.424metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv Importance of the super formula in the teaching of fractal geometry.
dc.title.es-ES.fl_str_mv Importancia de la súper fórmula en la enseñanza de la geometría fractal.
dc.title.pt-BR.fl_str_mv Importância da super fórmula no ensino da geometria fractal.
title Importance of the super formula in the teaching of fractal geometry.
spellingShingle Importance of the super formula in the teaching of fractal geometry.
Práctica pedagógica
Matemáticas
Aprendizaje
Geometría fractal
Geogebra
Pedagogical practice
Mathematics
Learning
Fractal geometry
Geogebra
Prática pedagógica
Matemática
Aprendizagem
Geometria fractal
Geogebra
title_short Importance of the super formula in the teaching of fractal geometry.
title_full Importance of the super formula in the teaching of fractal geometry.
title_fullStr Importance of the super formula in the teaching of fractal geometry.
title_full_unstemmed Importance of the super formula in the teaching of fractal geometry.
title_sort Importance of the super formula in the teaching of fractal geometry.
dc.subject.es-ES.fl_str_mv Práctica pedagógica
Matemáticas
Aprendizaje
Geometría fractal
Geogebra
topic Práctica pedagógica
Matemáticas
Aprendizaje
Geometría fractal
Geogebra
Pedagogical practice
Mathematics
Learning
Fractal geometry
Geogebra
Prática pedagógica
Matemática
Aprendizagem
Geometria fractal
Geogebra
dc.subject.en-US.fl_str_mv Pedagogical practice
Mathematics
Learning
Fractal geometry
Geogebra
dc.subject.pt-BR.fl_str_mv Prática pedagógica
Matemática
Aprendizagem
Geometria fractal
Geogebra
description The objective of the work seeks to guide the basic concepts of Euclidean Geometry that students of the Colegio de Educación Formal Flexible San Mateo have, in this sense to be able to analyze different representations of nature through the super Lame Gielis formula, as a strategy for learning fractal geometry, making use of the Geogebra virtual tool. Its methodological development is based on a qualitative paradigm (Sandoval Casilimas, 2002) which focuses its development on the understanding and analysis of the different behaviors that individuals study from the following phases Methodological: Observation phase, Creation phase, Application phase and Sustaining phase
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2024-07-08T14:38:49Z
dc.date.available.none.fl_str_mv 2024-07-08T14:38:49Z
dc.date.none.fl_str_mv 2022-07-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6584
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a168
format http://purl.org/coar/resource_type/c_6584
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14598
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/16440
url https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14598
https://repositorio.uptc.edu.co/handle/001/16440
dc.language.none.fl_str_mv spa
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14598/11935
dc.rights.es-ES.fl_str_mv Derechos de autor 2021 Camilo Andrés García Pinilla
https://creativecommons.org/licenses/by-nc-sa/4.0
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf85
rights_invalid_str_mv Derechos de autor 2021 Camilo Andrés García Pinilla
https://creativecommons.org/licenses/by-nc-sa/4.0
http://purl.org/coar/access_right/c_abf85
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv FACES AND FACES OF KNOWLEDGE; Vol. 6 No. 10 (2021): Enero - Junio; 17-29
dc.source.es-ES.fl_str_mv Rastros y Rostros del Saber; Vol. 6 Núm. 10 (2021): Enero - Junio; 17-29
dc.source.fr-FR.fl_str_mv FACES ET FACES DE CONNAISSANCE; Vol. 6 No 10 (2021): Enero - Junio; 17-29
dc.source.it-IT.fl_str_mv VOLTI E VOLTI DI CONOSCENZA; V. 6 N. 10 (2021): Enero - Junio; 17-29
dc.source.pt-BR.fl_str_mv CARAS E CARAS DO CONHECIMENTO; v. 6 n. 10 (2021): Enero - Junio; 17-29
dc.source.none.fl_str_mv 2539-3324
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633846640836608

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