El principio de mínima acción como escenario para resignar la optimización matemática

Abstract

This research shows the implementation in a laboratory as a scenario configured from the principle of minimum action. It presents from different stages, the first one is the physical evidence of a mathematical concept such as the optimization. This concept in response to the lack of references frames, when a person wants to understand some mathematical concepts, becoming as a methodological resource in which students create their own criteria, speculate and conclude about one of the physical principles that allowed the explanation of a phenomena in nature, and some characteristics of living things and their behavior. The implementation of this scenario is based on the socio-epistemological mathematics education and its theory because of this one emphasizes about the use of mathematical concepts characterized by individuals who are in context. Through this repeated use of mathematical concepts and their redefinition is achieved, a notion that allows give meaning to Math concepts from the proposed activity and not directly from the mathematical concept.