Teaching-Learning of square root with use of geometry in the upper middle level

Abstract

This work reports the results of the implementation of a didactic situation that promotes the teaching-learning of square root calculation at the high school through a geometric approach, which is designed with the foundations of the Didactic Situations Theory and Didactic Engineering, as a methodology. Concepts that are addressed at this level. Its purpose is to promote the identification of the notations √α and α½ as equivalents, with attention on errors related to the concept of exponent reported in previous research. Based on this, the environment is designed in which the students, through the use of both pencil and paper and a technological tool developed with the Geogebra software, transit in the construction of approximations to the calculation of these mathematical notations and discuss their corresponding equivalence, thus allowing the teacher to take elements that lead him to its institutionalization, giving meaning to the properties of the concept that are addressed at this level.