Aprendizaje basado en problemas como estrategia para mejorar la tercera competencia del área de matemática de una institución educativa, 2023
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente trabajo de suficiencia profesional, tuvo como objetivo mejorar la tercera competencia del área de matemática: Resuelve problemas de forma, movimiento y localización, a través de la estrategia aprendizaje basado en problemas estrategias grupales en estudiantes de quinto grado de secundaria de una institución educativa. Por consiguiente, se tomó en cuenta las fases de esta estrategia como lo son: Activación del conocimiento previo y diseño del plan de trabajo, Exploración de los recursos de aprendizaje, Puesta en común de la información recogida y transferencia y evaluación, permitiendo que los estudiantes desarrollen habilidades para analizar, descomponer y resolver problemas matemáticos al proporcionar un enfoque práctico, contextualizado y colaborativo para el aprendizaje haciendo ver al estudiante el valor y la utilidad de las matemáticas en su vida cotidiana. La corriente pedagógica que sustenta el trabajo es la constructivista, en la que destacan teorías de Piaget (cognitivista), Freire (educación liberadora), Vygotsky (aprendizaje social), Polya (método heurístico), Freudenthal (Teoría de la Realidad Matemática) que establecen una relación entre el protagonismo que ha de asumir el estudiante en la resolución de problemas y la contextualización de tales conocimientos en su vida cotidiana. De ahí que, se concluyó que la estrategia aprendizaje basado en problemas contribuye a la mejora de la tercera competencia del área de matemática, puesto que los estudiantes trabajaron en equipos dando lugar al intercambio de ideas, la discusión y la resolución conjunta de problemas con el apoyo del docente quien asume un rol de facilitador de aprendizaje permitiendo que sean ellos quienes movilicen sus saberes previos y construyen nuevo conocimiento que es aplicado a situaciones propias de su entorno.
The present work of professional assessment had the objective of improving the third competence of the area of mathematics: Solving problems of form, movement and location, through the learning strategy based on problems and group strategies in students of fifth grade of secondary school of an educational institution. Therefore, the phases of this strategy were taken into account, such as: Activation of prior knowledge and design of the work plan, Exploration of learning resources, Sharing of the information collected and transfer and evaluation, allowing students to develop skills to analyze, decompose and solve mathematical problems by providing a practical, contextualized and collaborative approach to learning making the student see the value and usefulness of mathematics in his daily life. The pedagogical current that supports the work is constructivist, in which the theories of Piaget (cognitivist), Freire (liberating education), Vygostky (social learning), Polya (heuristic method), Freudenthal (Theory of Mathematical Reality) stand out, establishing a relationship between the leading role to be assumed by the student in problem solving and the contextualization of such knowledge in his daily life. Hence, it was concluded that the problem-based learning strategy contributes to the improvement of the third competence in the area of mathematics, since the students worked in teams giving rise to the exchange of ideas, discussion and joint problem solving with the support of the teacher who assumes the role of learning facilitator allowing them to mobilize their previous knowledge and construct new knowledge that is applied to situations in their own environment.
The present work of professional assessment had the objective of improving the third competence of the area of mathematics: Solving problems of form, movement and location, through the learning strategy based on problems and group strategies in students of fifth grade of secondary school of an educational institution. Therefore, the phases of this strategy were taken into account, such as: Activation of prior knowledge and design of the work plan, Exploration of learning resources, Sharing of the information collected and transfer and evaluation, allowing students to develop skills to analyze, decompose and solve mathematical problems by providing a practical, contextualized and collaborative approach to learning making the student see the value and usefulness of mathematics in his daily life. The pedagogical current that supports the work is constructivist, in which the theories of Piaget (cognitivist), Freire (liberating education), Vygostky (social learning), Polya (heuristic method), Freudenthal (Theory of Mathematical Reality) stand out, establishing a relationship between the leading role to be assumed by the student in problem solving and the contextualization of such knowledge in his daily life. Hence, it was concluded that the problem-based learning strategy contributes to the improvement of the third competence in the area of mathematics, since the students worked in teams giving rise to the exchange of ideas, discussion and joint problem solving with the support of the teacher who assumes the role of learning facilitator allowing them to mobilize their previous knowledge and construct new knowledge that is applied to situations in their own environment.
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Educación, Matemáticas, Aprendizaje activo, Estrategias educativas