Implicaciones de las secuencias didácticas para la resolución de problemas matemáticos a través de la comprensión de textos discontinuos en estudiantes de Séptimo Grado de la Institución Educativa Pablo Correa León, Municipio de San José de Cúcuta
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Fecha
2023
Autores
Carreño Páez, Stephany
Rueda Díaz, Sandra Patricia
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El área de matemática, es una de las áreas fundamentales en el desarrollo de los procesos formativos, porque con esta se logra la formación de un ciudadano matemáticamente competente, tal como lo demanda el estado colombiano, de allí, la importancia de las prácticas pedagógicas, las cuales deben estar provistas de acciones con las cuales se promueva la motivación de los estudiantes, en este sentido, se lleva a cabo una investigación con la finalidad de promover sesiones de clase para despertar el interés de los estudiantes hacia el empleo de textos discontinuos como base de la construcción de aprendizajes significativos.
Por lo anterior, la presente investigación tiene como objetivo general: Analizar las implicaciones de las secuencias didácticas para la resolución de problemas matemáticos a través de la comprensión de textos discontinuos en estudiantes de séptimo grado de la Institución Educativa Pablo Correa León de San José de Cúcuta. Por lo señalado, es importante referir que se desarrolló una investigación amparada en el paradigma constructivista, por medio del enfoque cualitativo, con un diseño de la investigación acción Participativa (IAP). Para ello, se trabajó en el diagnóstico con seis estudiantes del grado séptimo de la jornada de la tarde de la institución. En el diagnóstico se evidenciaron serias dificultades en relación con el desarrollo de la competencia de resolución de problemas, para lo cual, se diseñaron y se ejecutaron secuencias didácticas que se manifestaron en promover
la disposición y la motivación de los estudiantes. Las secuencias didácticas fueron aplicadas
a todos los estudiantes del curso, es decir, a los 38 estudiantes, con un trabajo conjunto entre los especialistas de lengua castellana y matemática. Asimismo, esta investigación tiene como resultado un importante cambio una vez se ejecutaron las sesiones, porque las clases se desarrollaron de forma interactiva, dinámica y muy activa, lo que motivó y captó la atención de los estudiantes, con el fin de favorecer la generación de aprendizajes significativos importantes para el crecimiento integral de los educandos.
Esta investigación fue estructuralmente organizada en diferentes orientados desde el planteamiento del problema, en el que se evidencia como los estudiantes tienen amplias falencias en relación con la resolución de problemas, dado que no se encontraban debidamente incentivados hacia tal fin. Seguidamente, se recoge todo el relacionamiento teórico que sustenta la investigación, así como también el sustento metodológico, de la misma manera, es necesario apreciar que se genera el diagnóstico dentro del análisis de los resultados, donde se logró corroborar el poco dominio de la resolución de problemas por parte de los estudiante, razón por la cual se generaron una serie de actividades contenidas en secuencia didácticas que fueron aplicadas a los estudiantes y con lo cual se logró evidenciar como los mismos mejoraron este particular, alcanzando un rendimiento significativo con la puesta en marcha de los textos discontinuos. Por este motivo, se refiere un cuerpo de recomendaciones, dentro de las cuales destaca el interés de promover cambios en las prácticas pedagógicas, con la finalidad de dinamizar el ambiente de clase y también incentivar al estudiante, por ello, el docente del área de matemática debe llevar a cabo actividades que se enfoquen en el desarrollo y accionar del estudiante para que este establezca un significado de lo aprendido y así alcance aprendizajes significativos.
The area of mathematics is one of the fundamentals in the development of formative processes, because with it the formation of a mathematically competent citizen is achieved, as demanded by the Colombian state, hence the importance of pedagogical practices, the which must be provided with actions with which the motivation of the students is promoted, in this sense, an investigation is carried out with the purpose of promoting class sessions to awaken the interest of the students towards the use of discontinuous texts as a base. of the construction of significant learning For the above, the present investigation has as general objective: To analyze the implications of the didactic sequences for the resolution of mathematical problems through the comprehension of discontinuous texts in seventh grade students of the Pablo Correa León Educational Institution of San José de Cúcuta. Due to the above, it is important to mention that an investigation was developed based on the constructivist paradigm, through the qualitative approach, with an action research design. For this, we worked on the diagnosis with six students of the seventh grade of the afternoon session of the institution. In the diagnosis, serious difficulties were evidenced in relation to the development of the problem-solving competence, for which, didactic sequences were designed and executed that manifested themselves in promoting the disposition and motivation of the students. The didactic sequences were applied to all the students of the course, that is, to the 38 students, with joint work between the Spanish language and mathematics specialists. Likewise, this research results in a marked change once the sessions are carried out, because the classes are interactive, dynamic and very active, which motivates the students and captures their attention in order to favor the generation of significant learning important for the comprehensive growth of students. This research was structurally organized in different orientations from the problem statement, in which it is evident how students have wide shortcomings in relation to problem solving, since they were not duly encouraged towards this end. Next, all the theoretical relationship that supports the research is collected, as well as the methodological support, in the same way, it is necessary to appreciate that the diagnosis is generated within the analysis of the results, where it was possible to corroborate the little control of the resolution. of problems on the part of the students, which is why a series of activities contained in a didactic sequence were generated that were applied to the students and with which it was possible to demonstrate how they improved this particular, reaching a significant performance with the implementation march of discontinuous texts. For this reason, a body of recommendations is referred, among which the interest of promoting changes in pedagogical practices stands out, in order to energize the classroom environment and also encourage the student, therefore, the mathematics area teacher It must carry out activities that focus on the development and actions of the student so that he establishes a meaning of what he has learned and thus achieves significant learning
The area of mathematics is one of the fundamentals in the development of formative processes, because with it the formation of a mathematically competent citizen is achieved, as demanded by the Colombian state, hence the importance of pedagogical practices, the which must be provided with actions with which the motivation of the students is promoted, in this sense, an investigation is carried out with the purpose of promoting class sessions to awaken the interest of the students towards the use of discontinuous texts as a base. of the construction of significant learning For the above, the present investigation has as general objective: To analyze the implications of the didactic sequences for the resolution of mathematical problems through the comprehension of discontinuous texts in seventh grade students of the Pablo Correa León Educational Institution of San José de Cúcuta. Due to the above, it is important to mention that an investigation was developed based on the constructivist paradigm, through the qualitative approach, with an action research design. For this, we worked on the diagnosis with six students of the seventh grade of the afternoon session of the institution. In the diagnosis, serious difficulties were evidenced in relation to the development of the problem-solving competence, for which, didactic sequences were designed and executed that manifested themselves in promoting the disposition and motivation of the students. The didactic sequences were applied to all the students of the course, that is, to the 38 students, with joint work between the Spanish language and mathematics specialists. Likewise, this research results in a marked change once the sessions are carried out, because the classes are interactive, dynamic and very active, which motivates the students and captures their attention in order to favor the generation of significant learning important for the comprehensive growth of students. This research was structurally organized in different orientations from the problem statement, in which it is evident how students have wide shortcomings in relation to problem solving, since they were not duly encouraged towards this end. Next, all the theoretical relationship that supports the research is collected, as well as the methodological support, in the same way, it is necessary to appreciate that the diagnosis is generated within the analysis of the results, where it was possible to corroborate the little control of the resolution. of problems on the part of the students, which is why a series of activities contained in a didactic sequence were generated that were applied to the students and with which it was possible to demonstrate how they improved this particular, reaching a significant performance with the implementation march of discontinuous texts. For this reason, a body of recommendations is referred, among which the interest of promoting changes in pedagogical practices stands out, in order to energize the classroom environment and also encourage the student, therefore, the mathematics area teacher It must carry out activities that focus on the development and actions of the student so that he establishes a meaning of what he has learned and thus achieves significant learning
Descripción
Palabras clave
Secuencias didácticas, Resolución de problemas matemáticos, Comprensión de textos discontinuos, Aprendizaje significativo, Didactic sequences, Mathematical problem solving, Comprehension of discontinuous texts, Meaningful learning
