Contextualization and conjecturing: elements of design of didactic sequences for the learning of Mathematics at a University level

Abstract

In this paper we present the results of a research developed with the purpose of identifying some elements for the design of teaching sequences that promote reasoning and conjecture-based activities in undergraduate students. The methodology employed corresponds to a teaching experiment, in which the proposed activities were designed according to the theory of Mathematics in the Context of Science. The results obtained allow us to identify the relationship between the resolution process of the contextualized events and the formulation of conjectures, and to recognize the usefulness of the design of contextualized events to foster conjecturing processes for engineering students.