The TPACK model as the basis of a didactic proposal for the teaching-learning of Linear Programming

2019 IEEE World Conference on Engineering Education (EDUNINE) Pub Date : 2019-03-01 DOI:10.1109/EDUNINE.2019.8875763

Norka Bedregal-Alpaca, Doris Tupacyupanqui-Jaén, Victor Cornejo-Aparicio

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引用次数: 2

Abstract

Linear Programming (LP) is the response to situations in which it is necessary to plan the use of limited resources; the results obtained are the quantitative support of the decisions made against models that summarize real-life problems. Given the importance of LP, it is necessary to consider the problems that students face: operative difficulties; and inappropriate use of propositions and formal language. Besides, nowadays the development of knowledge-competitions is fundamental; in doing, in being and in life. In this context, the TPACK methodology is proposed as a theoretical conceptual scheme to design proposals, based upon disciplinary, pedagogical and technological decisions, which integrate technology into the capacitation process. The proposal is structured in 3 stages: first stage evidences the research problem; second stage presents planning incorporating participative methods and techniques mediated by ICT; and third stage, using rubrics and statistical tools, embraces the students process.

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基于TPACK模型的线性规划教与学的教学建议

线性规划(LP)是对需要计划使用有限资源的情况的反应;所获得的结果是对总结现实问题的模型所做决策的定量支持。鉴于LP的重要性，有必要考虑学生面临的问题:操作困难;命题和形式语言的不当使用。此外，如今知识竞争的发展是根本;在行动中，在存在中，在生活中。在这种背景下，TPACK方法被提出作为一种理论概念方案来设计提案，基于学科、教学和技术决策，将技术融入能力化过程。本文分为三个阶段:第一阶段对研究问题进行论证;第二阶段的规划包括由信息和通信技术介导的参与性方法和技术;第三阶段，使用标准和统计工具，拥抱学生的过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2019 IEEE World Conference on Engineering Education (EDUNINE)

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