Desarrollo de un modelo praxeológico de referencia en torno a lugares geométricos

Abstract

In this work we discuss results of a research about teaching loci in the high school. Several researchers emphasize the gradual disappearance of geometry in math classes and the study meaningless. Also, in current teaching geometry study focuses almost exclusively on Euclidean geometry. Starting from the Anthropological Theory of Didactics, we describe a Praxeological Reference Model about loci from Euclidean Geometry. Also, we analyzed the Praxeological Reference Model's scope and limitations, facing loci from Taxicab Non-Euclidean Geometry. We consider that approaching loci from this Geometry could lead to a larger study in Math class. While being a first approach to the problem, this study allows us to account, at least theoretically, that the coexistence of these geometries would be possible to teach geometric loci in high school. This is the beginning of a research that could enrich, enlarge and give another meaning to the study of the geometry at school.