Académique Documents
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MATEMÁTICAS
o Introducción general
o I. Fundamentos
o II. Ejes
o III. Gestión y planeamiento
pedagógicos
o IV. Metodología
o V. Evaluación
o VI. Programas de cada ciclo educati-
vo:
Primer ciclo
Segundo ciclo
Tercer ciclo
Ciclo diversificado
o VII. Otros elementos
Marzo 2012
1
I. FUNDAMENTOS ..................................................................................................................... 19
Tecnologías ....................................................................................................................................................................... 40
Historia de las Matemáticas ......................................................................................................................................... 42
V. EVALUACIÓN......................................................................................................................... 79
Evaluación de los aprendizajes .................................................................................................................................................. 80
Principios .......................................................................................................................................................................................... 80
La evaluación en la resolución de problemas ....................................................................................................................... 81
Introducción ..................................................................................................................................................................... 84
La presentación de conocimientos, habilidades específicas e indicaciones puntuales .......................................... 84
El papel de las indicaciones puntuales .................................................................................................................................... 85
Simbología empleada en la columna de indicaciones puntuales ................................................................................... 86
Primer ciclo....................................................................................................................................................................... 87
Introducción al Primer ciclo ....................................................................................................................................................... 88
Conocimientos Básicos ................................................................................................................................................................. 90
Introducción ............................................................................................................................................................................... 90
Propósito de la enseñanza ..................................................................................................................................................... 90
Habilidades generales ............................................................................................................................................................. 90
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................... 90
Indicaciones metodológicas .................................................................................................................................................. 93
Indicaciones de evaluación.................................................................................................................................................... 93
Primer ciclo, Números .................................................................................................................................................................. 95
Introducción ............................................................................................................................................................................... 95
Propósito de la enseñanza ..................................................................................................................................................... 95
Habilidades generales ............................................................................................................................................................. 95
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................... 96
Indicaciones metodológicas ............................................................................................................................................... 112
Generales del ciclo ........................................................................................................................................................... 112
Primer año .......................................................................................................................................................................... 113
Segundo año ....................................................................................................................................................................... 116
Tercer año........................................................................................................................................................................... 118
Indicaciones de evaluación................................................................................................................................................. 120
Primer ciclo, Geometría............................................................................................................................................................. 122
Introducción ............................................................................................................................................................................ 122
Propósito de la enseñanza .................................................................................................................................................. 122
Habilidades generales .......................................................................................................................................................... 122
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................ 123
Indicaciones metodológicas ............................................................................................................................................... 130
Generales para el ciclo .................................................................................................................................................... 130
Primer año .......................................................................................................................................................................... 130
Segundo año ....................................................................................................................................................................... 131
Tercer año........................................................................................................................................................................... 132
Indicaciones de evaluación................................................................................................................................................. 134
Primer ciclo, Medidas................................................................................................................................................................. 136
Introducción ............................................................................................................................................................................ 136
Propósito de la enseñanza .................................................................................................................................................. 136
Habilidades generales .......................................................................................................................................................... 136
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................ 137
Indicaciones metodológicas ............................................................................................................................................... 144
Generales para el ciclo .................................................................................................................................................... 144
Primer año .......................................................................................................................................................................... 145
Segundo año ....................................................................................................................................................................... 145
Tercer año........................................................................................................................................................................... 146
Indicaciones de evaluación................................................................................................................................................. 146
Primer ciclo, Relaciones y Álgebra ........................................................................................................................................ 148
Introducción ............................................................................................................................................................................ 148
Propósito de la enseñanza .................................................................................................................................................. 148
Habilidades generales .......................................................................................................................................................... 148
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................ 149
Indicaciones metodológicas ............................................................................................................................................... 154
Generales para el ciclo .................................................................................................................................................... 154
Primer año .......................................................................................................................................................................... 155
Segundo año ....................................................................................................................................................................... 156
Tercer año........................................................................................................................................................................... 157
Indicaciones de evaluación................................................................................................................................................. 157
Primer ciclo, Estadística y Probabilidad .............................................................................................................................. 161
Introducción ............................................................................................................................................................................ 161
Propósito de la enseñanza .................................................................................................................................................. 161
Habilidades generales .......................................................................................................................................................... 161
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................ 162
Indicaciones metodológicas ............................................................................................................................................... 174
Generales del ciclo ........................................................................................................................................................... 174
Primer año .......................................................................................................................................................................... 177
Segundo año ....................................................................................................................................................................... 177
Tercer año........................................................................................................................................................................... 178
Indicaciones de evaluación................................................................................................................................................. 181
Introducción ............................................................................................................................................................................ 269
Propósito de la enseñanza .................................................................................................................................................. 269
Habilidades generales .......................................................................................................................................................... 269
Conocimientos, habilidades específicas e indicaciones puntuales........................................................................ 270
Indicaciones metodológicas ............................................................................................................................................... 282
Generales para el ciclo .................................................................................................................................................... 282
Cuarto año .......................................................................................................................................................................... 285
Quinto año .......................................................................................................................................................................... 288
Sexto año ............................................................................................................................................................................. 291
Indicaciones de evaluación................................................................................................................................................. 293
Indicaciones de evaluación................................................................................................................................................. 415
Créditos………………………………………………………………………………………………………………………………………… … 553
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Ejes Cinco ejes disciplinares
Estos ejes significan aquí prioridades, por lo que deben influir todos los elementos del currículo.
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x En Costa Rica la resolución de problemas ha tenido hasta ahora un papel muy reducido y
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de forma artificial, sin provocar un compromiso estudiantil activo.
38
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IV. Metodología
Metodología Sobre áreas matemáticas
La amplia colección de sugerencias e indicaciones que se consigna aquí es una guía y un reservo-
rio de recursos. No se pretende sustituir la labor profesional en el diseño educativo, ni ofrecer un
nivel inadecuadamente específico de las acciones metodológicas. En algunos casos, solamente se
dan lineamientos muy generales. En los planes de estudio se ofrecen indicaciones más específicas
pero siempre deberán verse como sugerencias y como una orientación a usar de forma flexible y
creativa.
Las cinco áreas matemáticas seleccionadas participan con distinta intensidad. La siguiente gráfica
de estos programas de estudios ha sido construida tomando en cuenta los lugares relativos que se
pueden calcular con base en los tiempos que se espera sean dedicados a los tópicos integrados en
las mismas.
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0% Relaciones y álgebra
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8 9 10 Estadística y
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III. IV.
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tubo que está más alejado del amarillo, los que están más cerca, el que está en medio, etc.
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Se puede fortalecer actitudes y creencias positivas hacia las Matemáticas con facilidad mostrando
la utilidad de los números en la vida cotidiana, mediante los diferentes problemas que se les
proponga, así como desarrollar el disfrute de las Matemáticas acudiendo sistemáticamente al
juego como metodología de aula.
1erAño
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Números 1. Identificar varias utilidades c Usar situaciones que permitan la utilización del número, para
naturales de los números en dife- que éste surja de forma natural en la respuesta que brindan las y
x Relaciones rentes contextos cotidia- los estudiantes. Preguntar por otras situaciones en las que se
numéricas nos. usen.
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numeración 9. números (sentido del trazado).
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x Relaciones 4. Establecer corresponden- recomienda utilizar valores menores que 10.
de orden cias entre las diferentes
formas de representación
x Números de un número natural me- Hay que aprovechar este tipo de actividades para con-
ordinales nor que 100 aplicando los versar acerca del compañerismo y la solidaridad, así como la
conceptos de unidad y de- importancia de trabajar en equipo.
cena.
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cuales se pueden citar:
a. La gráfica:
b. El numeral:
5
c. Concreta: en la que se utilizan colecciones de objetos
del entorno.
96
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Cálculos y 12. Resolver problemas y ope- c Es necesario proponer problemas como los siguientes:
estimaciones raciones con sumas y res-
tas de números naturales
x Sumas cuyos resultados sean me- Para realizar un proyecto de Artes Plásticas, se requiere la
nores que 100. elaboración de bodoquitos de papel china para pegarlos en
x Restas ciertas regiones de un dibujo. Alicia y Saúl trabajan juntos y han
hecho 26 y 19 bodoquitos respectivamente. ¿Cuántos bodoqui-
tos han confeccionado entre ambos?
13. Utilizar correctamente los c El uso de estos símbolos debe ir no sólo en función de
símbolos =, + y ±. representar un número mediante la composición y descomposi-
ción aditiva, sino para modelizar problemas que se resuelven
mediante el planteo de las operaciones de suma y resta.
14. Representar en forma li-
teral números menores c Es conveniente utilizar estos símbolos desde el momento en
que 100. que la o el estudiante establece las primeras representaciones
numéricas por descomposición.
15. Representar números me-
nores que 100 mediante c Es importante trabajar la correspondencia entre la representa-
composición y descom- ción gráfica, la verbal y la representación literal en expresiones
posición aditiva. como:
24 = 20 + 4
24 = 30 ± 6
99
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12. Aplicar diversas estrate- c Es importante utilizar estrategias que permitan conocer los
gias para conocer los resul- resultados de las tablas:
tados de las tablas del 1, 2,
3, 4 y 5. a. Contar de 2 en 2, de 3 en 3, de 4 en 4 y de 5 en 5.
x Multiplica-
ción La selección de fútbol de la Escuela El Alto jugará un
partido de fútbol sala contra la Escuela Proyecto Social en el
x División gimnasio. La Dirección de la primera autorizó a dos grupos de
segundo año (69 estudiantes entre ambos) y dos de tercero (65
entre ambos) para que fueran a brindar apoyo. ¿Cuántos estu-
diantes brindaron su apoyo a la Escuela El Alto?
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Tomado de:
http://www.estadonacion.or.cr/index.php/apoyo-educativo/materiales-
didacticos
5. Identificar los números or- c Se le reparte a cada estudiante un sobre con prefijos y raíces
dinales hasta el centésimo de los números ordinales (vigésimo, trigésimo, cuadragésimo,
como la unión de vocablos hasta el centésimo), se les pide que las armen y que por último
asociados. escriban al lado de cada una el número en forma simbólica. Se
comparten las respuestas para verificar los aciertos y corregir
los errores.
109
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3 u 1500 = 4500
10000 ± 4500 = 5500
12. Calcular sumas, restas, c Para la estimación se deben utilizar operaciones como:
multiplicaciones y divisio- 30 u 40
nes aplicando diversas es- 1500 y 3
trategias de cálculo mental
y estimación.
c Proponga espacios para establecer características en los
resultados de operaciones por medio de la estimación. Por
ejemplo, plantear preguntas como:
111
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Cantidad de
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injustificadas.
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1-C 21
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1er Año
Conocimientos Habilidades específicas Indicaciones puntuales
Conocimientos 1. Identificar y trazar líneas c Mediante una breve excursión por la escuela o dentro del
básicos rectas y curvas. aula pedirles que identifiquen líneas rectas y curvas. Se les
provee de papel construcción y lana, se les pide que corten
x Líneas pedacitos y los peguen en el papel formando los diferentes tipos
rectas de líneas que observaron en su excursión. Ejemplo:
x Líneas
curvas
x Nociones de
posición con
respecto a
una línea
cerrada
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(borde, in-
sentar.
terior, exte-
rior)
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exterior y el borde refe- cerrada se puede proponer un problema como éste:
ridos a líneas cerradas tan-
to en el entorno como en
dibujos y trazos elaborados Se les presenta un dibujo como el siguiente.
por sí mismo y por otros.
Figuras planas 3. Identificar figuras planas c En objetos tridimensionales, se pide señalar figuras planas
en cuerpos sólidos. (las caras de los cubos o de prismas y pirámides). Se facilitan
x Trazo materiales como plastilina y pajillas para que construyan objetos
como cajas y pirámides. Con la plastilina se forman bolitas que
serán las uniones (vértices) de los segmentos de las pajillas.
123
Programas de cada ciclo educativo Primer ciclo, Geometría
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2° Año
Conocimientos Habilidades específicas Indicaciones puntuales
Líneas 1. Identificar en dibujos y en c Los conceptos se seguirán manejando de forma intuitiva (no
el entorno posiciones de hay definiciones formales).
x Horizontal líneas rectas: horizontal,
vertical, oblicua. c En objetos como cajas puede identificarse segmentos hori-
x Vertical zontales y verticales. En otros, se pueden ver líneas oblicuas.
2. Trazar líneas rectas en po-
x Oblicua siciones horizontal, verti-
cal y oblicua.
Figuras planas 3. Reconocer triángulos y c Las habilidades aquí se refieren a un nivel de reconocimiento
cuadriláteros. y trazado básico.
x Triángulo
4. Trazar triángulos y cuadri- c Se les pide que identifiquen en objetos de su entorno triángu-
x Cuadrilátero láteros utilizando intru- los y cuadriláteros, para luego trazarlos con ayuda de la regla.
mentos geométricos.
x Cuadrado c Para introducir el reconocimiento de rectángulos se puede
5. Reconocer si un cuadri- proponer el siguiente problema:
x Rectángulo látero es un rectángulo.
x Vértice 6. Reconocer si un rectángulo En el dibujo, pinte con un mismo color tres figuras que se
es un cuadrado. parezcan.
x Lado
7. Identificar elementos de u-
na figura plana (vértice,
lado).
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diferencias en triángulos,
cuadrados, rectángulos y
cuadriláteros en general.
a. Triángulos y rectángulos.
b. Triángulos y cuadrados.
125
Programas de cada ciclo educativo Primer ciclo, Geometría
se descompone en
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Indicaciones metodológicas
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Indicaciones de evaluación
Es fundamental que se observe durante el trabajo cotidiano, que cada estudiante pueda identificar
figuras y elementos geométricos en el entorno escolar y en los materiales que se preparen para tal
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Los trabajos extraclase deberán estar orientados a evaluar el reconocimiento de figuras, por parte
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consiste en la elaboración de una lista de objetos de sus casas cuyas formas sean cajas, cubos o
esferas, incluyendo un bosquejo de algunas de ellas y donde se señale el radio y el diámetro en el
caso de las esferas.
Para este ciclo la evaluación en el área de Geometría, debe tener presentes las siguientes indica-
ciones.
134
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Conocimientos Habilidades específicas Indicaciones puntuales
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1er Año
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2. Identificar patrones o re- c Proponga sucesiones que requieren dos operaciones para que
gularidades en sucesiones cada estudiante explore e identifique el patrón en la sucesión.
o en tablas de números Por ejemplo: 1, 3, 7, 15, « Una estrategia sería: sumarle al
naturales menores que número su sucesor. Otra más compleja sería duplicar el número
1000, con figuras o con y sumar 1 al resultado.
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3er Año
Conocimientos Habilidades específicas Indicaciones puntuales
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cesiones con figuras, re- numéricas y no numéricas con un secreto escondido (patrón)
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ción de patrones o regularidades en sucesiones con figuras, dibujos, representaciones geo-
métricas, números. Los patrones constituyen una herramienta muy importante en el desa-
rrollo del pensamiento matemático.
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construya sus propios ejemplos de patrones, conjeture y argumente su estrategia.
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tolerancia por las ideas de las otras personas, y de esta forma favorecer la Vivencia de los
derechos humanos para la democracia y la paz, además de activar el proceso de Razonar y
argumentar.
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4. Reconocer los múltiplos cEs importante que cada estudiante reconozca los múltiplos de
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números. Así si 7 u 8 = 56 entonces 56 es múltiplo de 7 y de 8.
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x Fracción
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191
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Cinco
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9. Comparar las fracciones
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símbolos <, > o =. siempre llevan una botella de 250 ml de agua cada uno. Después
de haber caminado durante una hora, Marta se ha bebido tres
cuartas partes de su botella, Nancy la mitad y Mario dos cuartas
partes. ¿Quién ha tomado más agua? ¿Quién ha tomado menos
cantidad de agua?
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blemas que involucren cotidiana. Por ejemplo:
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se comieron sus amigas?
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en su representación de- siguiente problema:
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Fracciones 8. Identificar fracciones im- c Proponer problemas que involucren fracciones impropias,
propias. por ejemplo:
x Fracción
propia e 9. Representar una fracción
impropia impropia como la suma de La sección 5-A de una escuela se propuso pintar su aula,
un número natural y una por lo que se dividieron en tres subgrupos. Un subgrupo llevó
x Represen- fracción propia. tres cuartos de galón de pintura, otro llevó dos cuartos y el
tación mix- último subgrupo (que era el más pequeño) llevó sólo un cuarto
ta 10. Expresar una fracción im- de pintura. ¿Cuántos galones llevaron en total?
propia en notación mixta y
x Homogé- viceversa. Se espera que las y los estudiantes se apoyen en formas de
neas representación gráfica para dar solución al problema.
x Heterogé-
neas Subgrupo 1 Subgrupo 2 Subgrupo 3
x Ubicación
en la recta
numérica
3 2 1
Se llena uno de los galones con parte del contenido del otro,
resultando:
199
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12. Comparar fracciones utili- c Es importante que se argumenten los resultados de las com-
zando los símbolos <, > o paraciones realizadas con base en el sentido numérico. Por
=. ejemplo:
Argumentación
es una fracción
2 4
3 5 > 7
propia por lo que
no es mayor que la
unidad.
El primer número
5, 67>7 53 tiene menos unida-
des que el otro.
La fracción de la
9 izquierda es im-
4 > 119 propia y la de la
derecha es propia.
e
13. Ubicar fracciones en la
recta numérica. A continuación se brinda una lista de objetos peligrosos
para niños menores de tres años (debido a su tamaño) y sus
medidas aproximadas:
a) Diámetro de una moneda de 100 colones: 3 cm.
b) Clavo de una pulgada: cm.
200
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videojuego en colones?
Si un videojuego cuesta $582 y el dólar
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homogéneas y heterogé- cual se plantean problemas semejantes al siguiente:
neas.
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BENEFICIOS DEL SECTOR PÚBLICO
Variación salarial según pluses
Otros pluses
Salario base con 14 Carrera Dedicación Incentivo Dosificación Dedicación carrera Salario
Categoría
alza de ₡ 5000 anualidades profesional exclusiva didáctico adicional 17% hospitalaria 22% total
Profesional del Servicio civil 1-B ₡ 505.350 ₡ 137.256 ₡ 65.860 ₡ 277.942 ₡ 986.408
Profesor de Enseñanza
₡ 252.350 ₡ 75.404 ₡ 52.497 ₡ 31.575 ₡ 411.826
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Profesor de Enseñanza
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Médico G-1 ₡ 732.527 ₡ 564.046 ₡ 65.950 ₡ 124.530 ₡ 327.132 ₡ 1.814.185
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brar una y agregando las tres unidades pendientes, se forman 13 unidades las cuales tam-
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Polígonos 15. Reconocer en dibujos u c Se pretende que el estudiantado pueda determinar si una línea
objetos del entorno si una corresponde o no a un polígono, o bien si un polígono dado
x Regulares línea corresponde o no a (dibujado o presente en un objeto) es regular o no.
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x Irregulares c Puede ampliar el tema con ilustraciones de mosaicos y
16. Reconocer en dibujos u trazando hexágonos regulares con la ayuda del compás. Por
objetos del entorno polí- ejemplo, identificar polígonos regulares e irregulares en la
gonos regulares e irregula- siguiente figura:
res.
Cuerpos 17. Identificar cubos y prismas c Tanto aquí como en los niveles anteriores, el estudio de los
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del entorno. forma general tridimensional, con sus nombres y con los ele-
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x Prismas lelos y perpendiculares en cada cuerpo. Este tipo de actividades se pueden hacer en equi-
rectangula- conexión con prismas rec- pos donde se le da un sólido diferente a cada grupo para que
res tangulares. determine sus características y las exponga a los demás grupos.
x Planos 19. Identificar planos en c La identificación de cuadriláteros en un cuerpo sólido está
conexión con las caras de ligada al reconocimiento de las caras y cortes del sólido median-
x Planos los prismas rectangulares. te planos.
paralelos
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como punto referencia la entrada principal de la escuela y los puntos cardinales. Luego
ubicar edificios o lugares de la comunidad como: la plaza de futbol, el parque, el salón co-
munal, etc.
4. Otra actividad que puede reforzar el uso de coordenadas puede consistir en presentar una
lámina como la siguiente:
Se les pide idear un sistema que permita dar una localización de los animales en la lámina.
Luego, utilizando dicho sistema, dar la ubicación del perro o del gato, etc.
La misma lámina pero sin las letras y los números indicadores puede servir como un pro-
blema inicial para introducir las coordenadas.
5. En cuanto a las traslaciones, se busca que estén en capacidad de predecir la figura que se
obtendrá mediante traslación de una figura previamente trazada. También, dadas varias fi-
guras planas podrán determinar cuáles son traslaciones de una u otras.
6. Es relevante ligar las traslaciones con las coordenadas. Por ejemplo, en papel cuadriculado
se da una figura y se puede pedir dibujar la traslación que se obtiene al trasladarla 4 unida-
des hacia la derecha y dos unidades hacia arriba.
Sexto año
1. Un uso correcto del compás y el conocimiento del significado del radio de una circunferen-
cia pueden potenciar actividades de construcción de polígonos.
235
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Si se hace con esferas de diferentes diámetros se puede observar un patrón y deducir la fórmu-
la para el volumen de la esfera.
Cuenta la historia que Blas Pascal (1623 ± 1662) realizó un experimento que le permitió dedu-
cir el volumen de un cono. Construyó un cono y un cilindro con el mismo radio de la base y la
misma altura que el cono. Llenó el cono de arena y lo vació en el cilindro, hizo esto tres veces
y el cilindro quedó completamente lleno, descubriendo así que el volumen del cono es un ter-
cio del área de su base por la altura. Se puede realizar este experimento y otro análogo con
prismas y pirámides para ver que el volumen de la pirámide es un tercio del área de su base
por la altura.
Indicaciones de evaluación
Las habilidades que tienen que ver con estimaciones por observación pueden ser evaluadas de
manera natural en el trabajo cotidiano. Es conveniente observar con qué frecuencia cada estu-
diante acierta al realizar observaciones sobre las figuras. Es importante evaluar el uso correcto de
los instrumentos, así como la manera y la frecuencia con la que se participa en las actividades
propuestas. La evaluación del reconocimiento y clasificación de figuras se puede realizar de
forma oral, utilizando objetos presentes en el entorno o bien aquellos que la o el docente aporte
(fotografías, ilustraciones, etc.).
Para este ciclo la evaluación en el área de Geometría, debe tener presentes las siguientes indica-
ciones.
239
Programas de cada ciclo educativo Segundo ciclo, Medidas
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Ingrediente Precio
Tomate 650 el kg
Cebolla 1000 el kg
Lechuga 250 la unidad
Zanahoria 350 el kg
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Conocimientos Habilidades específicas Indicaciones puntuales
Volumen 1. Utilizar el metro cúbico, c Plantear problemas como:
sus múltiplos y submúlti-
x Metro plos en diversas situacio-
cúbico nes ficticias o del entorno. En la comunidad en que vive Francisco se está racionando
el agua todos los lunes, por lo que su mamá el día anterior llena
x Múltiplos 2. Realizar conversiones de 3 envases de 2 dm3 cada uno. ¿Cuántos litros de agua recoge en
unidades cúbicas. total la mamá de Francisco?
x Submúlti-
plos 3. Establecer relaciones en-
tre el decímetro cúbico y el Este ejemplo muestra cómo utilizamos las Matemáticas
x Conversio- litro, así como múltiplos y en situaciones cotidianas. Se puede llevar el problema aun más
nes submúltiplos de ellos. allá y poner a cada estudiante a razonar sobre cuánta cantidad de
agua necesita su familia diariamente y de esta forma concienti-
x Relación 4. Aplicar esas relaciones en zar sobre la importancia de racionar.
decímetro situaciones ficticias o del
cúbico - li- entorno.
tro
245
Programas de cada ciclo educativo Segundo ciclo, Medidas
Diversas 5. Aplicar las diversas me- cSe introduce la unidad de medida de longitud denominada
medidas didas en la resolución de nanómetro, y se repasan las demás, utilizando problemas de
problemas dados en situa- mayor complejidad, con conversiones entre nanómetros (nm) y
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- Nanómetro torno. medir 30 nm, ¿cuál sería la medida de ese chip en mm? Se pide
investigar los tipos de cambio y realizar conversiones en situa-
x Masa 6. Realizar estimaciones de ciones reales o ficticias; por ejemplo, de precios de artículos que
diversas medidas. aparecen en Internet, en periódicos u otros medios.
x Capacidad
7. Realizar conversiones mo-
x Superficie netarias: colones a dólares, El 23 de diciembre de 2011, el periódico La Nación
colones a euros y vicever- SXEOLFy XQDQRWLFLD TXH GHFtD ³(Q HVWH VH GLR XQDUHGXc-
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país. En otras palabras, el área quemada pasó de 18 683 hectá-
x Temperatura reas en el 2010 a 9 HQHO´
246
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259
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260
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Sexto año
1. En 6° Año, para las habilidades relacionadas con sucesiones y patrones (habilidades 4 y 5),
se espera que cada estudiante conjeture, compare las soluciones obtenidas y comunique sus
estrategias utilizando los símbolos de suma, resta, multiplicación, división, menor que, ma-
yor que y letras para representar las variables que correspondan.
2. Para las sucesiones, el nivel de complejidad será mayor que en años anteriores. Se reco-
mienda la utilización del criterio general para el enésimo término de una sucesión numéri-
n2
ca. Por ejemplo: dada la sucesión cuyo enésimo término es a ( n) 2
, construya una tabla
n
con los primeros 5 términos. ¿Cuál es el término número 57? Para esta última pregunta se-
ría conveniente utilizar una calculadora. También se puede preguntar por el enésimo tér-
mino de una sucesión, si son dados algunos de sus términos. Por ejemplo: encontrar el
2 3 4 5
enésimo término de la sucesión , , , ,
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3. Para la habilidad 2 es notable resaltar que un porcentaje es un caso particular de una pro-
porción.
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x Cada jugador deberá escoger uno de los carriles por el cual avanzar. Se avanza una
casilla a la vez. Para saber quién puede avanzar en cada ocasión, deberá observarse
en el tablero la inscripción que aparece junto a cada uno de los carriles.
x Se sugiere jugar en tríos (a pesar de que en el tablero hay más de tres carriles) ya que
de este modo todos los participantes tendrán oportunidad de elegir algún carril y no
quedarse con la última opción. También servirá para que en el posterior análisis del
juego se observe qué carriles quedaron sin elegir.
CARRERA
LLEGADA
Se avanza cada vez que en
el dado sale un número
impar.
Si a usted le toca jugar primero, ¿en cuál de las casillas se ubicaría? Justifique su respuesta.
(Este problema fue tomado de la página http://www.uruguayeduca.edu.uy.)
Para responder la interrogante, deberá comparar las probabilidades de cada una de las cel-
das y escoger aquella de mayor probabilidad.
15. Por las características que tiene esta área, se deben incluir diversas situaciones que ayuden
a crear conciencia sobre tópicos transversales del plan de estudios.
Cuarto año
285
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a. 24 y 8 + 5 3 =
b. 7 ± (5 ± 2 2 ) =
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d. 32 (10 y 2 + 9) ± 3 ( 12 3) + 23(7 ± 3 2) =
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de números división en la resolución tear un problema como el siguiente:
de problemas.
x Algoritmo
de la Don Manuel va a poner losetas en el piso de una habita-
división ción que mide 4 metros por 3 metros, las losetas miden 30 cm
por 15 cm. Se van a colocar de forma análoga a lo que se ve en
x Divisibili- la figura, con el lado mayor de la loseta paralelo al lado mayor
dad de la habitación.
x Factor
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primos
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compuestos
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éste compró 135 losetas. Si no se quiebra ninguna, ¿le alcanza-
x Máximo rán estas losetas a don Manuel?, ¿le sobrarán?, si es así, ¿cuán-
Común tas? ¿Cuántas filas de losetas habrá que colocar?, ¿cuántas
Divisor losetas por fila?
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7
0 1 5 2 3
Operaciones, 7. Aplicar la suma y resta de c Se puede formular problemas como el siguiente:
cálculos y números racionales en di-
estimaciones versos contextos.
Ademar compró 3 metros de plástico para forrar cuader-
x Suma 8. Aplicar la multiplicación y nos. El necesitó 1 m para forrar algunos, su hermano Randall
división de números ra-
utilizó 0,6 m y su hermana Hellen usó m.
x Resta cionales en diversos con-
a) ¿Cuánto plástico utilizaron para forrar los cuadernos?
textos.
b) ¿Cuánto plástico sobró?
x Multiplica-
ción 9. Utilizar las propiedades de
conmutatividad y asociati- c Es importante retomar lo trabajado respecto al uso de diver-
sas representaciones de un número, así como la amplificación y
x División vidad de la suma y multi-
plicación para simplificar simplificación de fracciones para justificar el empleo del míni-
mo común múltiplo en el desarrollo de estas operaciones:
x Potencias cálculos con números ra-
cionales.
Representaciones:
x Raíces 6 6
10. Calcular el resultado de
1 = , 0,6 =
sumas, restas, multiplica- 5 10
x Combina-
ción de ciones y divisiones de nú- Operación:
operaciones meros racionales en cual- 6 6 1
+ + =
quiera de sus representa- 5 10 3
ciones.
Mínimo Común Múltiplo de 5, 10 y 3 es 30.
Simplificación:
64 32
=
30 15
Así ellos gastaron m (aproximadamente 2,13 m).
314
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7. Representar números rea- c Usar la estimación mental o la calculadora para realizar tal
les en la recta numérica, representación. Por ejemplo:
con aproximaciones apro-
piadas. Dadas las coordenadas a, b, c, como se muestra en la
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radicales. tipo de soporte.
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peta(10 ) femto (10 ),
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software de cálculo simbó-
zeta (10 ) zepto (10 ).
lico como recurso en la yota (10 )<
resolución de problemas
que involucren las unida- c Un problema que puede ser utilizado en relación con este
des. tema es el siguiente:
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Trabajo infantil
Niños Niñas Total
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Total 250 150 400
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cuadrática con criterio un estudio sistemático para la representación gráfica que inclu-
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Funciones 6. Analizar gráfica, tabular y c Para introducir el tema se sugiere proponer la siguiente
exponenciales algebraicamente las fun- situación:
ciones exponenciales.
x La función Alberto hereda ₡ 5 000 000. Desea depositar dicho
a
x dinero a plazos en un banco que paga un interés com-
puesto de un 6% y retirarlo hasta dentro de 10 años como una
forma para solventar sus necesidades futuras. Aunque por lo
x Ecuaciones
general los bancos utilizan plazos anuales y semestrales, Alberto
exponencia-
quisiera saber cuánto ganaría al finalizar dicho periodo, si el
les
dinero se capitalizará diariamente y compararlo con las ganan-
cias obtenidas si se capitaliza anualmente.
c Una vez abordado el problema se procede a precisar los
conceptos y características de los conceptos concernientes a una
función exponencial.
Se puede construir una tabla de valores para hacer una gráfica
aproximada de una exponencial específica, y así familiarizar al
estudiantado con algunas características de estas funciones.
a , a ! 0, a z 1
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(INEC), del Estado de la Nación o de sitios Web. Es el caso del problema propuesto en las
indicaciones puntuales relacionadas con la habilidad específica 8.
6. Los intervalos son subconjuntos de los números reales y para no confundirlos con la notación
de par ordenado (a,b) se utilizarán las siguientes notaciones: > a, b@ para intervalo cerrado,
@a, b> para intervalo abierto, >a, b> , @a, b@ para intervalos semiabiertos.
Notación de intervalo Notación de conjunto por Representación gráfica.
comprensión
> a, b @ ^x x R, a d x d b` a b
@a, b> ^x x R, a x b` a b
> a, b> ^x x R, a d x b`
a b
@a , b @ ^x x R, a x d b`
a b
> a , f> ^x x R, x t a` a
@a , f> ^x x R, x ! a` a
@f, a @ ^x x R, x d a` a
@f, a> ^x x R, x a`
a
7. Para la habilidad específica 7 cada estudiante debe tener presente que algunas relaciones
pueden ser consideradas como funciones al intercambiar las variables. Lo mismo podrá suce-
der al efectuar una rotación en ciertas gráficas de relaciones, lo que conecta con el área de
Geometría. Por ejemplo, y 2 x representa una relación que no es una función si considera-
mos x como variable independiente, y como variable dependiente, pero si y es la variable in-
dependiente y x la dependiente (intercambiamos las variables) entonces la ecuación x y 2
representa una función con criterio x f ( y) y2.
457
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Programas de cada ciclo educativo Ciclo diversificado, Relaciones y Álgebra
10. Para la habilidad específica 10 puede presentar dos funciones en forma algebraica: f(x) = x2+
1, con dominio {1, 2, 3, 4}, g(x) = x ± 1 con dominio {2, 5, 10, 17}. Es relevante hacer notar
que el ámbito de f coincide con el dominio de g. Se propone representar tabularmente cada
una de las funciones, pues esto facilitará concluir lo anterior.
x 1 2 3 4 x 2 5 10 17
f(x) 2 5 10 17 g(x) 1 4 9 16
x 1 2 3 4
f(x) 2 5 10 17
g(f(x)) 1 4 9 16
Por el patrón de formación se conjetura que g(f(x)) = x2. Debido a que g se evalúa en las imá-
genes de f tenemos g f x g f x g x 2 1 x 2 1 1 x 2 lo que confirma la
conjetura. También hay que resaltar que no tiene sentido hacer la composición f g ( x)
pues el ámbito de g no coincide con el dominio de f. Una consecuencia es que la composición
de funciones no es conmutativa, aun cuando existan f g y g f . Considerando lo anterior,
en la etapa de clausura se define la composición de funciones.
11. Respecto a las habilidades 10-13, calculada la pendiente m cada estudiante puede utilizar dos
puntos arbitrarios de la recta para calcular el valor de b y el intercepto con el eje y, en y = mx
§ b ·
+ b. La recta interseca el eje x en el punto ¨ , 0 ¸.
© m ¹
Undécimo año
1. Para contextualizar los problemas relacionados con funciones y con las ecuaciones exponen-
ciales y logarítmicas, es recomendable utilizar recortes de revistas, periódicos y datos estadís-
ticos obtenidos, por ejemplo, del Instituto Nacional de Estadística y Censos (INEC), del Esta-
do de la Nación o de sitios Web. Por ejemplo: la tabla que sigue muestra la población de Cos-
ta Rica (en millones) en el periodo 1960-2009 (Banco Mundial. Indicadores de desarrollo
mundial).
459
Programas de cada ciclo educativo Ciclo diversificado, Relaciones y Álgebra
Población
Año
(millones)
1960 1,334
1965 1,583
1970 1,822
1975 2,052
1980 2,349
1985 2,699
1990 3,078
1995 3,479
2000 3,931
2005 4,396
2009 4,579
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1
Por ejemplo, la función representada algebraicamente por y , x z 0 tiene como asíntotas
x
los ejes de coordenadas.
1
y ,x z 0
x
Una curva especial que tiene dos asíntotas horizontales y que tiene muchas aplicaciones en
Biología, Física y hasta en Ciencias Sociales es la curva logística. Su gráfica tiene forma de S
y aparece en diversos modelos de crecimiento de poblaciones, propagación de enfermedades
epidémicas y difusión en redes sociales. Su criterio es
KM 0 ert
M (t )
K M 0 e rt 1
K es la capacidad del sistema, r es la tasa natural de crecimiento, M 0 es el tamaño de la po-
blación en el instante t = 0. Una magnitud que crece de acuerdo a esta representación presenta
un crecimiento logístico.
463
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servan la lengua materna de su grupo étnico según el Censo de Población y Vivienda, 2000.
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Grupo Ignorado Total
indígena español
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Cabécar 7767 780 1132 9679
Guaymí 2078 135 274 2487
Boruca o brunca 54 1733 69 1856
Huetar 6 978 18 1002
Chorotega 22 786 183 991
Teribe o térraba 54 591 81 726
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Grupo Ignorado Total
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Guaymí 83,55 5,43 11,02 100
Boruca o brunca 2,91 93,37 3,72 100
Huetar 0,60 97,60 1,80 100
Chorotega 2,22 79,31 18,47 100
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(QVHJXQGROXJDUVHVXVWHQWDHQODVLGHDVGHOD2(&'HQHOPDUFRWHyULFRGHODVSUXHEDV3,6$ORVSODQWHDPLHQWRV
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SRUHOHVWXGLDQWHGHHVDIRUPDPLHQWUDVTXHHQHOFDVRGH-DSyQVHKDIDYRUHFLGRHOXVRGHORVSUREOHPDVDEVWUDFWRV
Otros elementos Notas
DXQTXH VH HVWiQ GDQGR FDPELRV HQ ORV ~OWLPRV DxRV (Q HVWH FXUUtFXOR VH EHQHILFLD HO SODQWHR GH SUREOHPDV HQ
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Otros elementos Notas
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