Estrategia didáctica innovadora para la enseñanza del pensamiento aleatorio en la Institución Educativa Técnica Comercial Francisco Javier Cisneros
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Fecha
2018
Autores
Cabarcas Rodríguez, Tuly
Romero Rangel, Milena
Saumeth Meriño, Christian
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En la actualidad la enseñanza de las matemáticas implica la innovación educativa y didáctica como medios para generar mayor interés en el área por parte de los estudiantes. El objetivo principal de la presente investigación fue diseñar una estrategia didáctica innovadora para la enseñanza del pensamiento aleatorio en estudiantes de nivel de básica secundaria. Se abordó desde el paradigma histórico hermenéutico con un enfoque cualitativo con un diseño de investigación de tipo descriptivo con el método de estudio de casos, todo esto con el propósito de identificar las actuales estrategias didácticas usadas por los docentes en las clases de pensamiento aleatorio y si satisfacen o no las necesidades de los estudiantes. Dentro de las técnicas e instrumentos usados está el análisis documental, la observación directa no participante, el grupo focal y la entrevista.
Dentro de los resultados hallados está el hecho de que actualmente durante las clases de pensamiento aleatorio no se usan muchas estrategias didácticas innovadoras y se continúa enseñando tradicionalmente, lo que conlleva a la desmotivación de los estudiantes frente a la enseñanza aprendizaje de las matemáticas. Por consiguiente, propone el Aprendizaje Basado en Proyecto APBr como estrategia innovadora para la enseñanza del pensamiento aleatorio que permita un aprendizaje significativo y que estimule el desarrollo intelectual, personal y social de los estudiantes en el área.
At present the teaching of mathematics implies educational and didactic innovation as means to generate greater interest in the area by students. The main objective of the present investigation was to design an innovative didactic strategy for the teaching of random thinking in secondary level students. It was approached from the hermeneutical historical paradigm with a qualitative approach with a descriptive research design with the method of case studies, all with the purpose of identifying the current didactic strategies used by teachers in the random thinking classes and whether or not they meet the needs of the students. Among the techniques and instruments used is the documentary analysis, non-participant direct observation, the focus group and the interview. Among the results found is the fact that currently, during the random thinking classes, many innovative teaching strategies are not used and traditional teaching continues, which leads to the demotivation of the students as opposed to the teaching of mathematics. Therefore, it proposes APB Project Based Learning as an innovative strategy for the teaching of random thinking that allows meaningful learning and that stimulates the intellectual, personal and social development of students in the area.
At present the teaching of mathematics implies educational and didactic innovation as means to generate greater interest in the area by students. The main objective of the present investigation was to design an innovative didactic strategy for the teaching of random thinking in secondary level students. It was approached from the hermeneutical historical paradigm with a qualitative approach with a descriptive research design with the method of case studies, all with the purpose of identifying the current didactic strategies used by teachers in the random thinking classes and whether or not they meet the needs of the students. Among the techniques and instruments used is the documentary analysis, non-participant direct observation, the focus group and the interview. Among the results found is the fact that currently, during the random thinking classes, many innovative teaching strategies are not used and traditional teaching continues, which leads to the demotivation of the students as opposed to the teaching of mathematics. Therefore, it proposes APB Project Based Learning as an innovative strategy for the teaching of random thinking that allows meaningful learning and that stimulates the intellectual, personal and social development of students in the area.
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Palabras clave
Estrategias didácticas, Pensamiento aleatorio, Innovación educativa, Aprendizaje Basado en Proyectos, Didactic strategies, Random thinking, Educational innovation, Project Based Learning