Resumen

HERRERA LOPEZ, Helí. Applications of Derivative through Project-Based Learning: A study in the high school. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2024, vol.14, n.28, e613.  Epub 26-Jun-2024. ISSN 2007-7467.  https://doi.org/10.23913/ride.v14i28.1791.

Differential calculus courses have been subject of constant analysis; knowing the origin of the set of difficulties surrounding the learning process has motivated the creation of new strategies where there is an active methodology. The present study incorporates the implementation of Project Based Learning (PBL) as a methodology to approach the applications of the derivative in applied problems. The course contents were analyzed through practices where students modeled and designed prototypes to solve a problem. To measure the impact of the instructional design, a quantitative methodology was applied to compare the performance of the students of a control group, which had a passive methodology giving priority to the operative load, while the experimental group maintained the active approach through the ABPr. The results obtained showed a better performance in the transition of languages, as well as in the process of solving each of the problems of the experimental group, obtaining higher values in each indicator analyzed. The aspects obtained open the way for the application of new situations where this type of methodologies can be used in other mathematics courses.

Palabras llave : Proyect - Based- Learning; Differential Calculus; Active Metodology.

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