Resolución de problemas de Pólya: estrategia para fortalecer el pensamiento geométrico en el grado tercero de primaria
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Fecha
2025
Autores
Maldonado Valderrama, Maribel
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El propósito de este estudio es implementar una estrategia de intervención para mejorar los niveles de competencia en el pensamiento matemático en los estudiantes de tercer grado de la institución San Francisco de Sales en Cúcuta, con un enfoque especial en la g eometría, un área frecuentemente relegada en el currículo escolar. Esta iniciativa busca fortalecer las competencias en el pensamiento geométrico con el método de resolución de problemas. A partir de las deficiencias identificadas en el pretest, se diseñan e implementa una secuencia didáctica basada en la resolución de problemas, siguiendo los principios teóricos de George Pólya y Van Hiele. El estudio comienza con un análisis de los resultados de la prueba diagnóstica (pretest) sobre los niveles de razonamiento geométrico relacionados a los derechos básicos de aprendizaje en pensamiento espacial y métrico, utilizando un enfoque por competencias y los procedimientos para la resolución de problemas. Esta investigación se enmarca en un enfoque cuantitativo y sigue un
diseño del tipo preexperimental. Al finalizar la implementación de la estrategia didáctica, se aplica un postest para evaluar el impacto en el nivel de desarrollo del pensamiento geométrico y validar la hipótesis: la aplicación de la estrategia de enseñanza-aprendizaje de resolución de problemas de Pólya potencia el desarrollo del pensamiento geométrico. Este enfoque permite detectar como hallazgo áreas de mejora en las competencias geométricas, y a su vez se encuentra que las dificultades en el proceso lecto-escritor también influyen en los resultados académicos generales, demostrando así la necesidad de un enfoque educativo integral.
The purpose of this study is to implement an intervention strategy to improve competency levels in mathematical thinking among third-grade students at the San Francisco de Sales institution in Cúcuta, with a special focus on geometry, an area often neglected in the school curriculum. This initiative aims to strengthen geometric thinking skills through the problemsolving method. Based on deficiencies identified in the pretest, a didactic sequence is designed and implemented, based on problem-solving following the theoretical principles of George Pólya and Van Hiele. The study begins with an analysis of the results of the diagnostic test (pretest) on the levels of geometric reasoning related to the basic rights of learning in spatial and metric thinking, using a competency-based approach and problem-solving procedures. This research is framed in a quantitative approach and follows a pre-experimental design. At the end of the implementation of the didactic strategy, a posttest is applied to evaluate the impact on the level of development of geometric thinking and validate the hypothesis: the application of Pólya's problemsolving teaching-learning strategy enhances the development of geometric thinking. This approach allows the detection of areas for improvement in geometric competencies, and it is also found that difficulties in the reading and writing process also influence overall academic results, thus demonstrating the need for an integral educational approach.
The purpose of this study is to implement an intervention strategy to improve competency levels in mathematical thinking among third-grade students at the San Francisco de Sales institution in Cúcuta, with a special focus on geometry, an area often neglected in the school curriculum. This initiative aims to strengthen geometric thinking skills through the problemsolving method. Based on deficiencies identified in the pretest, a didactic sequence is designed and implemented, based on problem-solving following the theoretical principles of George Pólya and Van Hiele. The study begins with an analysis of the results of the diagnostic test (pretest) on the levels of geometric reasoning related to the basic rights of learning in spatial and metric thinking, using a competency-based approach and problem-solving procedures. This research is framed in a quantitative approach and follows a pre-experimental design. At the end of the implementation of the didactic strategy, a posttest is applied to evaluate the impact on the level of development of geometric thinking and validate the hypothesis: the application of Pólya's problemsolving teaching-learning strategy enhances the development of geometric thinking. This approach allows the detection of areas for improvement in geometric competencies, and it is also found that difficulties in the reading and writing process also influence overall academic results, thus demonstrating the need for an integral educational approach.
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Palabras clave
Resolución de problemas, Pensamiento métrico, Pensamiento espacial, Pólya, Van Hiele