Causas de reprobación y deserción en estudiantes del Instituto Tecnológico de Milpa Alta en la asignatura de cálculo diferencial

Omar García Fabila; Carlos Salazar Delgado; Noel; Rosa Elena Rodríguez González

doi:10.61117/ipsumtec.v8i2.396

Authors

Omar García Fabila National Technological Institute of Mexico https://orcid.org/0000-0002-3684-1595
Carlos Salazar Delgado National Technological Institute of Mexico
Noel National Technological Institute of Mexico https://orcid.org/0009-0008-7414-0184
Rosa Elena Rodríguez González National Technological Institute of Mexico

DOI:

https://doi.org/10.61117/ipsumtec.v8i2.396

Keywords:

Learning, Differential calculus, Failure rate, Descriptive research, Exploratory research

Abstract

The present work is an exploratory research, applying a mixed methodology, the

objective is to obtain information and knowledge

about the learning of ITMA students (Technological Institute of Milpa Alta) and the problems faced in the subject of Differential Calculus in the August-

December 2024 semester in which there is a failure rate of 68% in the subject and dropout of 18%, they have a population of 166 students Of the four engineering majors in the first semester. As a first approach to the topic, a documentary search was carried out in research articles referring to this topic in a period of time from 2018 to 2023, results and conclusions were analyzed and compared with the information collected; This information being the basis for comparing it with the context of the I.T. of Milpa Alta, the strategies that were applied so that the students could learn the subject of differential calculus and that failed were identified. At the end, the aim was to show the analysis of the results through statistical graphs of the results of the questionnaire applied to the students. Finally, present conclusions, and form the basis of a second implementation article.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Omar García Fabila , National Technological Institute of Mexico

Omar is an Industrial Mechanical Engineer from the IPN, with a solid technical background of more than 18 years specialising in Manufacturing and Quality Control in the metal-mechanical sector, highlighting his role as Quality Control Engineer at Productos Mendoza. His profile is complemented by a vocation for education, backed by a Master's Degree in Leadership and Education Management and a PhD in Multimodal Education Systems, which has led him to work as a physics and mathematics teacher at TecNM and CONALEP for more than 16 years, as well as serving as Coordinator at UNIREM and advisor for InnovaTecNM projects. Finally, his expertise extends to the field of quality, having been the ITMA Quality Management System Representative for more than six years and Lead Auditor, ensuring the maintenance of ISO 9001:2015 certification.

Carlos Salazar Delgado , National Technological Institute of Mexico

Carlos holds a degree in Administration from the Autonomous Metropolitan University - Xochimilco Campus. He has participated and collaborated in scientific research projects sponsored by the National Council for Science and Technology (CONACyT) related to the creation of indicators of innovation and technological development, mainly in the automotive and electronics sectors. He is currently an active member of the teaching staff at the Academy of Engineering in Business Management at the National Technological Institute of Mexico - Milpa Alta Technological Institute.

Noel, National Technological Institute of Mexico

Noel is a professional with a dual and complementary career path, grounded in Civil Engineering from the Technological Institute of Chilpancingo and Teaching. He has 12 years of practical experience in the field of construction and more than 13 years dedicated to higher education in the area of Basic Sciences at the Technological Institutes of Cuautla and Milpa Alta. His academic background includes a Master's Degree in Teaching from UNILA and a Specialisation in Leadership and Institutional Management from CIIDET, demonstrating his commitment to educational excellence and management. He is currently in the final semester of his Master's Degree in Structural Engineering and completing a Diploma in Thinking.

Rosa Elena Rodríguez González , National Technological Institute of Mexico

Rosa Elena holds a PhD in Education from UNAM with honours. Over the last three years, she has combined university teaching at undergraduate and postgraduate level with instructional design in virtual environments, collaborating with institutions such as the Universidad Nacional Rosario Castellanos and several private universities.
She has actively participated in academic activities as a commentator at colloquiums, a tutor for new students, and a member of postgraduate selection committees. She has taken refresher courses in educational technology, artificial intelligence, and digital teaching.
She is the author and co-author of national and international publications on educational innovation and the use of ICT. She has also served as Academic Coordinator in primary education institutions, where she has led educational improvement processes.

References

Duque V., Jorge L. y León U., Ana P. (2009) “Estrategias didácticas de los profesores de ciencias básicas del programa de Medicina de la Universidad del Quindío”. En Reflexiones sobre Educación Universitaria IV: Didáctica. Universidad Nacional de Colombia. Bogotá: EFM editorial. ¿Qué lo hace especial? Revista de Formación Docente, 59(5), 389-407.

Vasco et al. (2006). Estándares básicos de competencias en matemáticas, potenciar el pensamiento matemático: ¡un reto escolar! Bogotá: Ministerio de Educación Nacional.

Schwartzmann, Simón. 2001. Trabajo infantil en Brasil. Brasilia: Organización Internacional del Trabajo.

Yasmina, P., & Ruiz, M. (s/f). Aprendizaje de las matemáticas. Ccoo.es. Recuperado el 24 de abril de 2023, de https://www.feandalucia.ccoo.es/docu/p5sd8451.pdf.

Ball, D. L., Thames, M. H., y Phelps, G. (2008). Conocimiento del contenido para la enseñanza:

Dreyfus, T. y Eisenberg, T. (1990). Sobre las dificultades con los diagramas: cuestiones teóricas. Actas de la cuarta Décima Conferencia Internacional para la Psicología de la Educación Matemática, 2, 27-33.

Castro, E. y Castro, E. (1997). Representaciones y modelización. En L. Rico (Ed.), La educación matemática en la enseñanza secundaria (pp. 95-124). Barcelona, España: Horsori.

Caballero, M. (2018). Pensamiento y Lenguaje Variacional: Un estudio sobre mecanismos de construcción del conocimiento matemático. Memorias de la XVII Escuela de Invierno en Matemática Educativa, 17, 307 - 314.

Artigue, M. (1991). Análisis. En D. Tall (Ed.), Pensamiento matemático avanzado (págs. 167-198). Países Bajos: Kluwer, A.

[ 10] Cantoral, R. (2016). Educación alternativa: matemáticas y práctica social. https://www.iisue.unam.mx/perfiles/articulo/2016-educación-alternativa-matematicas-y-practica- social.pdf .

García Retana, Á. (2013). La problemática de la enseñanza y el aprendizaje del cálculo para ingeniería. Revista Educación, 37(1). DOI: https://doi.org/10.15517/revedu.v37i1.10627

Alanís R., J. (1994). La reforma del cálculo en los Estados Unidos. México: ITESM, Campus Monterrey.

Díaz barriga, Frida y Hernández R., Gerardo. (2002). Estrategias profesores para un aprendizaje significativo (2ª ed.). México: McGraw-Hill.

Brady, T. (2006). Los efectos de las calculadoras gráficas en el rendimiento estudiantil en AP Cálculo AB. Tesis presentada en cumplimiento parcial de los requisitos para la Licenciatura en Educación Departamento de Liderazgo Educativo.

Silva, J. y Villarreal, G. (2004). El uso de graficadores y procesadores geométricos en la enseñanza de la matemática en el nivel secundario, Marco teórico. Material desarrollado para Enlaces en Red, del Proyecto Enlaces, Mineduc.

Fischbein, E. (1994). La interacción entre los componentes formales, algorítmicos e intuitivos en una actividad matemática. Didáctica de las matemáticas como disciplina científica, 231-245. 23.

Kress, G. y Van Leeuwen, T. (2001). Discurso multimodal. Los modos y medios de comunicación contemporáneos. Londres: Arnold matemático 4, 1–26 (1999). https://doi.org/10.1023/A:1009882419704 DOI: https://doi.org/10.1023/A:1009882419704

Pierre Lévy. Anthropos Editorial, 2007 - Informática y civilización - 230 páginas

Torres, M. (2021). Efecto del uso de Software Geogebra en el entorno de Classroom en el aprendizaje de Cálculo diferencial en estudiantes de una universidad pública del Cusco. Para optar al Grado Académico de Doctor en Ciencias de la Educación, Universidad Nacional de Educación Enrique Guzmán y Valle, Lima.

Villarreal, G. (2004). Generación de material didáctico en Excel, Marco Teórico. Material desarrollado para Enlaces en Red, del Proyecto Enlaces, Mineduc.