Estrategia teórico-didáctica para formar el concepto de gráfica y función lineal en el registro geométrico.

Abstract

A theoretical-didactic strategy is presented with a variational approach that favors the formation of the concept of linear function and that breaks with the classic presentation treated in the texts and other support resources that usually accompany the teaching and learning processes of the concept, in the pre-university level. The treatment begins in the geometric register to avoid the influence of notions related to the cartesian system and the representations.