La parábola desde una métrica discreta y una métrica continua : una mirada desde la teoría modos de pensamiento

Abstract

The present investigation shows the implications of the teaching and learning of the Parabola from a discrete metric measurement and a continuous metric, when implementing a Didactic Unit based on the theory Modes of Thinking by Anna Sierpinska. (2000). Taking this theory as a reference for the theoretical framework and having as a methodological design the case study of Stake (2010), an advance is made in providing a solution to the teaching of the Parabola, since this has been approached from the Analytical Thinking (or variational component), which refers to the connections through the language of algebraic symbols, isolated from the Geometrical Thinking (or spatial-metric component), which refers to the mental representations of the object in space, which does not allow the understanding of the Parabola as a geometrical place.