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

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.