KEY ELEMENTS FOR THE CONSTRUCTION OF A DIDACTIC SEQUENCE WITHIN THE ANTHROPOLOGICAL THEORY OF DIDACTICS

Abstract

The following is part of the partial results of a qualitative, non-experimental field research that was carried out to obtain the master's degree and whose purpose was to construct a sequence of activities that would contribute to the recovery of reason be of the Definite Integral in the training of future mathematics teachers at UPEL-Maracay. For this, a literary review was carried out through the completeness indicators of the TAD, which allowed evaluating the types of tasks, the techniques used and the relationship between them. Subsequently and to complete the diagnostic process, semi-structured interviews and a diagnostic evaluation were applied, with which the strengths and difficulties presented by the participants of the teaching and learning processes were revealed, and which were useful for the reconstruction of determined praxeology.