{"id":1525,"date":"2016-08-19T21:40:07","date_gmt":"2016-08-19T21:40:07","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1525"},"modified":"2016-08-19T21:40:07","modified_gmt":"2016-08-19T21:40:07","slug":"esp1-10-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-10-en\/","title":{"rendered":"Understanding of the concepts of first order differential equation and solution"},"content":{"rendered":"<p>Mar\u00eda Trigueros<\/p>\n<p><strong>Abstract<\/strong>: The goal of this paper is to describe how the use of modeling in a differential<br \/>\nequations course contributes to foster a change in students\u2019 understanding of first order<br \/>\ndifferential equation and solution set. The design and results of a research experience<br \/>\nbased on APOS theory are presented. The focus of the paper is the description of those<br \/>\nresults related with the use of different representations and others that seem to play an<br \/>\nimportant role in the changes observed in students\u2019 understanding.<\/p>\n<p><strong>Keywords:<\/strong> modeling, differential equations, APOS theory, representations, understanding.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Esp-1-10.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mar\u00eda Trigueros Abstract: The goal of this paper is to describe how the use of modeling in a differential equations course contributes to foster a change in students\u2019 understanding of first order differential equation and solution set. The design and results of a research experience based on APOS theory are\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-10-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[220],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1525"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1525"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1525\/revisions"}],"predecessor-version":[{"id":1526,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1525\/revisions\/1526"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1525"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1525"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1525"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}