![](data:image/png;base64,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25
Con base en la revisión bibliográca sobre alterna-
tivas de enseñanza, [5] argumenta que el modelo tradi-
cional de enseñanza de cálculo es un paradigma cuyos
resultados de aprendizaje son fuertemente cuestionados.
Asimismo, en [6] se maniesta como una necesidad ac-
tual exponer la aplicabilidad de los conceptos y propieda-
des matemáticas que se enseña en las aulas.
En [7] concluyen que una aplicación directa de las
matemáticas a la arquitectura puede potenciar la motiva-
ción en los estudiantes, además de generar una experien-
cia innovadora durante su aprendizaje.
Por otro lado, [11] expone que la arquitectura se re-
presenta mediante la generación de dibujos y maquetas,
haciendo especial énfasis en las maquetas. En esta misma
línea de pensamientos, [12] argumenta que la maqueta
es una herramienta que permite proyectar de forma cla-
ra y comprensible las ideas, además son fáciles de ejecu-
tar, rápidas, no requieren mayor conocimiento previo y
son accesibles a los estudiantes. Por ejemplo, en [13] los
estudiantes de la Universidad Nacional de Río Negro en
Argentina estudiaron las ecuaciones de supercies, cor-
tes y propiedades de objetos matemáticos materializados
en maquetas a escala con resultados favorables al proce-
so de aprendizaje de las matemáticas.
En [15] se menciona que es evidente la necesidad
de aplicar estrategias novedosas e innovadoras para
motivar e involucrar a los estudiantes con su propio
aprendizaje; estas estrategias son clave y esenciales para
mejorar la educación.
Según [16], la utilización de objetos de aprendizaje
promueve la construcción, comprensión y aplicación del
conocimiento. Asimismo, [17] menciona que es necesa-
ria la coordinación de docentes y estudiantes para la ela-
boración de los recursos, destacando que es fundamental
identicar las necesidades de la materia.
Finalmente, se destaca que la estructura de este tra-
bajo comprende: introducción (sección 1), metodología
(sección 2), resultados y discusión (sección 3), nalmente
se exponen las consideraciones nales (sección 4).
2. Método
Las actividades fueron aplicadas a veinte estudian-
tes adultos de la carrera de arquitectura de la Ponticia
Universidad Católica del Ecuador, sede Santo Domingo
( ), quienes al momento del estudio cursaban el
primer semestre y estaban matriculados como alumnos
de la materia de Matemática en el paralelo A. El sílabo
de la materia contempla tres secciones principales, que in-
cluyen geometría analítica, funciones y cálculo, en la ta-
bla 1 se presenta el contenido de la materia (ver Tabla 1).
Las clases se realizaron de manera virtual mediante
la plataforma Zoom, las tareas y evaluaciones se gestio-
nan mediante la plataforma virtual de la universidad. Es
importante destacar que los estudiantes desarrollaron las
maquetas como trabajos para sus otras cátedras de la ca-
rrera, cumpliendo con el objetivo de vincular las mate-
rias y sus contenidos.
una mala experiencia con la materia en niveles anterio-
res, respaldando esta idea con los estudios de [2] y [3].
Entonces, para los docentes universitarios se vuelve un
desafío enseñar matemáticas. Existe una relación impor-
tante entre la forma de comunicar las representaciones
numéricas, algebraicas, entre otros conceptos matemá-
ticos, con el aprendizaje por parte de los estudiantes [4].
Cabe destacar que el ser humano reconoce el mundo
mediante los sentidos, es decir, mediante la generación
de experiencias que contienen elementos visuales, audi-
tivos, kinestésicos-sensoriales, olfativos y gustativos [8].
Además, [9] plantea que los medios para el proceso de en-
señanza se pueden clasicar en materiales audiovisuales,
convencionales y nuevas tecnologías.
Bajo este esquema, se implementó a la maqueta arqui-
tectónica como un recurso didáctico para la enseñanza
de matemáticas, insistiendo en los contenidos de geome-
tría analítica, funciones y cálculo. Sobre todo, generando
un vínculo entre contenidos formales y la futura práctica
profesional de los estudiantes. Es preciso señalar que el
objetivo principal de utilizar la maqueta fue motivar a los
estudiantes a estudiar matemáticas, además de presentar
situaciones que requieren de la aplicación directa de los
contendidos desarrollados en clases. También es impor-
tante mencionar que la maqueta, como instrumento de
enseñanza, es un tema de continuo análisis en taller ar-
quitectónico [18].
Un recurso didáctico es un conjunto de medios ma-
teriales, ya sean físicos o virtuales, que intervienen y faci-
litan el proceso de enseñanza-aprendizaje [10]. También
se conoce a estos recursos didácticos como material di-
dáctico, medio educativo, apoyo didáctico, entre otros.
La investigación se basa en la experiencia docente en el
aula, es decir, una investigación de acción [19]. De acuer-
do con [20] se trata de una investigación sustantiva que
tiene como propósito describir y explicar la realidad. El
estudio se enmarca en un enfoque cualitativo con un di-
seño de carácter descriptivo correlacional que permite
describir los resultados individuales y correlacionar las
variables involucradas [21].
Algunas ventajas del uso de los materiales didácticos
son: ofrecer actividades atractivas y motivadoras, permi-
tir progresar a los alumnos mediante una participación
activa y autónoma, contribuyen a un entorno que simu-
la problemas, permite un aprendizaje signicativo y en-
tretenido, son exibles y permiten trabajo en grupo [14].
La Maqueta como Recurso Didáctico para la Enseñanza de Matemática en Arquitectura