Estrategias didácticas para la innovación de las prácticas docentes en el área de Matemáticas en la Institución Educativa Departamental rural de Tasajera Departamento del Magdalena
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Fecha
2018
Autores
Coronado Borja, Edgardo
Guzmán Guerrero, Wilson
Velásquez Becerra, Dilia
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente proyecto se desarrolla en la Institución Educativa Rural de Tasajera, tiene como propósito proponer estrategias didácticas que conduzcan a la innovación de las prácticas docentes, para favorecer el proceso de enseñanza de las matemáticas en el plantel educativo.
La institución educativa viene presentando desempeños muy bajos en el área de matemáticas, corroborados por datos del Ministerio de Educación Nacional a través del Índice Sintético de la Calidad Educativa (ISCE), que resume los resultados de los estudiantes en las diferentes pruebas del saber (3°, 5°, 9° y 11°). Se considera pertinente realizar esta investigación para conocer si existe una correlación entre las prácticas docentes y la problemática presentada.
Esta investigación está orientada por un enfoque mixto, de triangulación concurrente (Hernández, Fernández y Baptista, 2016). Se tomaron mediciones cuantitativas usando una escala tipo Likert de autorreporte la cual fue diligenciada por docentes del área de matemáticas y mediciones cualitativas empleando peguntas abiertas hechas a estos mismos docentes, así como una observación no participante de su actividad en las aulas de clase.
También se hizo un análisis documental de los Derechos Básicos de Aprendizaje (DBA). La información cuantitativa y cualitativa fue triangulada para su análisis y confirmación de supuestos porque se necesita comprender e interpretar cuales son las razones que están llevando a los estudiantes a obtener bajos resultados en las diferentes pruebas del saber reconociendo que estas técnicas de investigación proporcionan mayor comprensión del fenómeno estudiado y permite observar y entender la realidad en el contexto que se presenta.
This project is developed in the Rural Tasajera Educational Institution, has as purpose to propose didactic strategies that will lead to the innovation of teaching practices, in order to promote the process of mathematics teaching in the school. The educational institution has been presenting very low performance in the area of mathematics, corroborated by data from the Ministry of National Education through the Synthetic Index of the Quality of Education (ISCE), which summarizes the results of students in the different tests of knowledge (3°, 5°, 9° and 11°). It is considered pertinent to perform this research to find out if there is a correlation between teaching practices and the problem presented. This research is oriented by a mixed approach, concurrent triangulation (Hernández, Fernández, Baptista, 2016). Quantitative measurements were taken using a Likert-type scale of self which was served by teachers in the area of mathematics and qualitative measurements using open questions made to these teachers themselves, as well as a non-participant observation of its activity in the classroom. There was also a documentary analysis of the Basic Rights of Learning (DBA). The quantitative and qualitative information was triangulated for analysis and confirmation of assumptions because they need to understand and interpret what are the reasons that are leading students to obtain low results in the different tests of knowledge, recognizing that these investigative techniques provide greater understanding of the studied phenomenon and allows to observe and understand the reality in the context that is presented.
This project is developed in the Rural Tasajera Educational Institution, has as purpose to propose didactic strategies that will lead to the innovation of teaching practices, in order to promote the process of mathematics teaching in the school. The educational institution has been presenting very low performance in the area of mathematics, corroborated by data from the Ministry of National Education through the Synthetic Index of the Quality of Education (ISCE), which summarizes the results of students in the different tests of knowledge (3°, 5°, 9° and 11°). It is considered pertinent to perform this research to find out if there is a correlation between teaching practices and the problem presented. This research is oriented by a mixed approach, concurrent triangulation (Hernández, Fernández, Baptista, 2016). Quantitative measurements were taken using a Likert-type scale of self which was served by teachers in the area of mathematics and qualitative measurements using open questions made to these teachers themselves, as well as a non-participant observation of its activity in the classroom. There was also a documentary analysis of the Basic Rights of Learning (DBA). The quantitative and qualitative information was triangulated for analysis and confirmation of assumptions because they need to understand and interpret what are the reasons that are leading students to obtain low results in the different tests of knowledge, recognizing that these investigative techniques provide greater understanding of the studied phenomenon and allows to observe and understand the reality in the context that is presented.
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Palabras clave
Prácticas docentes, Estrategias didácticas, Innovación educativa, Mathematics, Teaching practices, Didactic strategies, Innovation