The didactic proposal was implemented to incorporate prior knowledge into the vector calculus course, specifically in Unit 1 called vectors in space, reinforcing the topic of the equation of the line and the plane. For this, the instructional design model called ADDIE, adapted by TECNM (Tecnológico Nacional de México), was used in its stages of: Analysis, Design, Development, Implementation, and Evaluation, which was complemented with CONOCER standard 366 (Consejo Nacional de Normalización y Certificación de Competencias Laborales), which indicates how to develop online courses. Additionally, at the level of activity or task design, the learning outcome suggested by J.I. Pozo was used.

The main objective was achieved by designing and implementing the didactic proposal on the aforementioned topic, in the B-learning modality, with all the planned didactic and disciplinary foundation. The objectives have been included in the introduction section.

The characteristics of the students, teachers, the infrastructure of the distance learning modality, the vector calculus program, learning theories, as well as the prior knowledge that needed to be incorporated for Unit 1 were analyzed at a general level. Subsequently, the production of didactic materials and evaluation instruments was addressed. These materials and resources were implemented on two educational platforms; Moodle and Classroom, and formative and summative evaluation instruments were also developed. All of this was done according to the methodology proposed to implement, combining both the ADDIE model and CONOCER standard 366.

A design was made through a didactic guide and a general document of the subject, so that the student can see what activities they will carry out, both online and in-person, and what the subject consists of.

In the development phase, different materials were created on prior knowledge and the contents of Unit 1 of Vector Calculus, covering vectors in both two-dimensional and three-dimensional planes, as well as the equation of the line in the plane and in space, and the equation of the plane. All of this was done in accordance with the different theories and learning outcomes established by J. I. Pozo. The exercises were modeled using GeoGebra, so that the student can appreciate the different forms of the equation of the line through a single exercise, and with this prior knowledge, apply it to the vector equation of the line and the equation of the plane, thus transitioning to more complex knowledge.

The evaluation will be formative and summative, the former at the beginning and during the course; the latter at the end. The initial formative evaluation will be carried out by the academic peer and will involve the course design, didactic instrumentation, and course materials, using checklists provided by TECNM under the ADDIE model and CONOCER standard 366. The formative evaluation during the course will be applied to students through online questionnaires to assess evidence of prior content. The final summative evaluation will also use various instruments to assess different learning outcomes.

We conclude that with this proposal, we aim to establish a prototype for the development of didactic instrumentation, based on the ADDIE instructional design model, CONOCER Standard 366 for the development of online training courses, and J.I. Pozo's three-component learning system.

Keywords: ADDIE Model, Standard 366 of CONOCER, Vectors in Space.