Método de aprendizaje basado en proyectos y su influencia en el desarrollo de competencias matemáticas en estudiantes de Ingeniería - 2019
No Thumbnail Available
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional de Trujillo
Abstract
Nuestra investigación al ser experimental buscó responder a la pregunta: ¿En qué medida el
método de aprendizaje basado en proyectos (MABP) influye en el desarrollo de las
competencias matemáticas en los estudiantes del tercer ciclo en el programa de Ingeniería
de Materiales de la Universidad Nacional de Trujillo en el año 2019? Este problema surgió
a partir de las dificultades observadas en el aprendizaje de la matemática. Nuestro principal
objetivo de investigación fue experimentar cómo el MABP influye significativamente en el
desarrollo de las competencias matemáticas. Para solucionar nuestro problema planteamos
la hipótesis de que el MABP tiene una influencia significativa en el desarrollo de las
competencias matemáticas en los estudiantes. Los métodos utilizados fueron: analítico –
sintético, inductivo – deductivo, histórico – crítico, experimental, estadístico; las técnicas
utilizadas fueron: técnica de lectura antes – durante – después, observación directa, análisis
de documentos; los instrumentos fueron: fichas de lectura, guía de observación, lista de
cotejos, cuadros estadísticos. Para determinar la influencia del MABP en el desarrollo de las
competencias matemáticas, se realizaron dos evaluaciones una antes y otra después de su
implementación con los estudiantes. Se formularon dos hipótesis: una que sostenía la
influencia positiva del MABP en las competencias matemáticas y otra que lo negaba.
Concluimos que el MABP es adecuado para la enseñanza – aprendizaje de la Matemática,
ya que promueve el pensamiento crítico, reflexivo y creativo, el trabajo en equipo, el
desarrollo de competencias generales como la solución de problemas, comunicación,
colaboración, toma de decisiones, gestión del tiempo, responsabilidad personal como grupal;
promueve el aprendizaje autónomo a través del desarrollo de proyectos reales o prácticos en
equipos, y la integración de las TIC enriquecen y modernizan el proceso de aprendizaje de
los estudiantes. Los resultados cuantitativos demostraron que el MABP tiene una influencia
significativa, que favorece en el desempeño de los estudiantes.
Our research, being experimental, aimed to answer the question: To what extent does the project-based learning method (PBL) influence the development of mathematical competencies in students of the third cycle in the Materials Engineering program at the National University of Trujillo in 2019? This issue arose from the difficulties observed in mathematics learning. Our main research objective was to experiment with how PBL significantly influences the development of mathematical competencies. To address our problem, we hypothesized that PBL has a significant influence on the development of mathematical competencies in students. The methods used were: analytical-synthetic, inductive-deductive, historical-critical, experimental, and statistical; the techniques used were: the before-during-after reading technique, direct observation, and document analysis; the instruments used were: reading forms, observation guides, checklists, and statistical tables. To determine the influence of PBL on the development of mathematical competencies, two assessments were carried out—one before and one after its implementation with the students. Two hypotheses were formulated: one positing the positive influence of PBL on mathematical competencies, and another negating it. We concluded that PBL is suitable for teaching and learning mathematics, as it promotes critical, reflective, and creative thinking, teamwork, the development of general competencies such as problem-solving, communication, collaboration, decision-making, time management, and both personal and group responsibility. It also promotes autonomous learning through the development of real or practical projects in teams, and the integration of ICT enriches and modernizes the learning process for students. Quantitative results demonstrated that PBL has a significant influence, favoring student performance.
Our research, being experimental, aimed to answer the question: To what extent does the project-based learning method (PBL) influence the development of mathematical competencies in students of the third cycle in the Materials Engineering program at the National University of Trujillo in 2019? This issue arose from the difficulties observed in mathematics learning. Our main research objective was to experiment with how PBL significantly influences the development of mathematical competencies. To address our problem, we hypothesized that PBL has a significant influence on the development of mathematical competencies in students. The methods used were: analytical-synthetic, inductive-deductive, historical-critical, experimental, and statistical; the techniques used were: the before-during-after reading technique, direct observation, and document analysis; the instruments used were: reading forms, observation guides, checklists, and statistical tables. To determine the influence of PBL on the development of mathematical competencies, two assessments were carried out—one before and one after its implementation with the students. Two hypotheses were formulated: one positing the positive influence of PBL on mathematical competencies, and another negating it. We concluded that PBL is suitable for teaching and learning mathematics, as it promotes critical, reflective, and creative thinking, teamwork, the development of general competencies such as problem-solving, communication, collaboration, decision-making, time management, and both personal and group responsibility. It also promotes autonomous learning through the development of real or practical projects in teams, and the integration of ICT enriches and modernizes the learning process for students. Quantitative results demonstrated that PBL has a significant influence, favoring student performance.
Description
Keywords
HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History