Procesos heurísticos y estrategias didácticas en la enseñanza y aprendizaje de las matemáticas en la institución educativa Manuel Edmundo Mendoza del municipio de El Carmen de Bolívar
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Fecha
2019
Autores
García Henríquez, Dalmiro
Bayuelo Ruiz, Carmenza
Camacho Peñaloza, Eliana
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El estudio que se presenta tiene como objetivo principal proponer colectivamente estrategias didácticas que incorporen procesos heurísticos para el aprendizaje de las matemáticas en los estudiantes de la Institución Educativa Manuel Edmundo Mendoza del municipio de El Carmen del Departamento Bolívar. Se realizó con un paradigma socio crítico, bajo un enfoque mixto, a partir de una muestra poblacional de 54 docentes a quienes se aplicó un cuestionario con 39 preguntas cerradas y una entrevista de 20 preguntas abiertas, en los que se exploró sobre la práctica pedagógica, las características de los estudiantes, y los aspectos del aprendizaje y; también se les aplicó una escala de Likert para explorar el uso de estrategias de didácticas. La población se constituyó en una muestra de 361 estudiantes de los grados 7º- (112), 9º - (82), 10º - (99) y 11°- (68), a los cuales se aplicó una encuesta de 67 ítems. Como resultado, los estudiantes manejan en
cierta medida los procesos heurísticos para aprender matemáticas, pero aún no resuelven los ejercicios y problemas de forma constante; por su parte, los docentes emplean actividad educativa de resignificaón adecuada para la enseñanza de este saber, aunque deben reforzar la evaluación ya que está centrada en el error. Es preciso atender las estrategias didácticas únicas orientadas a la heurística para el aprendizaje de las matemáticas como una sola ruta que propenderá a transformar la realidad dentro de la I.E.D. Manuel Edmundo Mendoza.
The study presented has as main objective to collectively propose teaching strategies that incorporate heuristic processes for learning mathematics in the students of the Manuel Edmundo Mendoza Educational Institution of the municipality of El Carmen Department Bolívar. It was carried out with a socio-critical paradigm, under a mixed approach, based on a population sample of 54 teachers to whom a questionnaire with 39 closed questions and an interview of 20 open questions were applied, in which the pedagogical practice was explored, student characteristics and aspects of learning; a Likert scale was also applied to explore the use of teaching strategies. The population consisted of a sample of 361 students in grades 7 - (112), 9 - - (82), 10 - - (99) and 11 - - (68), to which a survey of 67 items was applied. As a result, students handle the heuristic processes to learn mathematics to some extent, but still do not solve the exercises and problems constantly; on the other hand, teachers use appropriate resignification educational activity to teach this knowledge, although they must reinforce the evaluation since it is focused on error. It is necessary to address the unique teaching strategies oriented to heuristics for learning mathematics as a single route that will tend to transform reality within the I.E.D. Manuel Edmundo Mendoza.
The study presented has as main objective to collectively propose teaching strategies that incorporate heuristic processes for learning mathematics in the students of the Manuel Edmundo Mendoza Educational Institution of the municipality of El Carmen Department Bolívar. It was carried out with a socio-critical paradigm, under a mixed approach, based on a population sample of 54 teachers to whom a questionnaire with 39 closed questions and an interview of 20 open questions were applied, in which the pedagogical practice was explored, student characteristics and aspects of learning; a Likert scale was also applied to explore the use of teaching strategies. The population consisted of a sample of 361 students in grades 7 - (112), 9 - - (82), 10 - - (99) and 11 - - (68), to which a survey of 67 items was applied. As a result, students handle the heuristic processes to learn mathematics to some extent, but still do not solve the exercises and problems constantly; on the other hand, teachers use appropriate resignification educational activity to teach this knowledge, although they must reinforce the evaluation since it is focused on error. It is necessary to address the unique teaching strategies oriented to heuristics for learning mathematics as a single route that will tend to transform reality within the I.E.D. Manuel Edmundo Mendoza.
Descripción
Palabras clave
Estrategias didácticas, Procesos heurísticos, Aprendizaje de matemáticas, Didactic strategies, Heuristic processes, Mathematics learning