Methodological strategies in the development of abilities and skills for solving mathematical problems in students in the 4th year of basic education
DOI:
https://doi.org/10.51736/sa.v7iEspecial%204.301Keywords:
methodological strategies, development of skills and abilities, mathematical problem solvingAbstract
The development of skills and abilities to solve mathematical problems is essential for 4th year students of Basic General Education (EGB). Effective methodological strategies can significantly improve mathematics learning and prepare students to successfully face academic and real-life challenges. The objective of this research is to design a teaching guide to improve the development of skills and abilities in solving mathematical problems in 4th EGB students in the “Julio Peña Bermeo” Private Educational Unit. The research employs a mixed approach, combining qualitative and quantitative methods to collect and analyze data. Interviews were conducted with teachers and education experts about the development of skills and abilities for solving mathematical problems. The research provided teachers with a teaching guide that allowed them to improve the didactic way of teaching content. The experimental results show a significant increase in the development of skills and abilities for solving mathematical problems after the research was implemented.
Downloads
References
Aragón, E., Canto-López, M. C., Aguilar, M., Menacho, I., & Navarro, J. I. (2023). Estudio longitudinal sobre procesamiento de magnitudes simbólicas y no-simbólicas y su relación con la competencia matemática. Revista de Psicodidáctica, 28(1), 44-50. https://www.sciencedirect.com/science/article/pii/S1136103422000284
Contreras, K. N. P., Núñez, R. P., & Suárez, C. A. H. (2021). La resolución de problemas matemáticos y los factores que intervienen en su enseñanza y aprendizaje. Boletin redipe, 10(9), 459-471. https://dialnet.unirioja.es/descarga/articulo/8114577.pdf
Cruz-Pichardo, I. M. (2021). La resolución de problemas matemáticos como estrategia de aprendizaje activo de los alumnos de 15 años: Un estudio de los resultados de PISA en República Dominicana. Revista de Investigación y Evaluación Educativa, 8(1), 54-72. https://revie.gob.do/index.php/revie/article/download/85/98
Donoso Osorio, E., Valdés Morales, R., Cisternas Núñez, P., & Cáceres Serrano, P. (2020). Enseñanza de la resolución de problemas matemáticos: Un análisis de correspondencias múltiples. Diálogos sobre educación. Temas actuales en investigación educativa, 11(21). https://www.scielo.org.mx/scielo.php?pid=S2007-21712020000200403&script=sci_arttext
Escobar, J. P., & Tenorio, M. (2022). Trastornos específicos del aprendizaje: origen, identificación y acompañamiento. Revista Médica Clínica Las Condes, 33(5), 473-479. https://www.sciencedirect.com/science/article/pii/S0716864022000992
González, A. P., Méndez, O. N. Q., & Viera, J. L. B. (2021). Estrategia didáctica para enseñar a dirigir el proceso de enseñanza-aprendizaje de la resolución de problemas matemáticos. Revista Educación, 438-456. https://revistas.ucr.ac.cr/index.php/educacion/article/download/42112/45326
Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school. Revista de Psicodidáctica (English ed.), 28(2), 145-152. https://www.sciencedirect.com/science/article/pii/S2530380523000114
Velázquez-Tejeda, M. E., & Goñi Cruz, F. F. (2024). Modelo de estrategia metacognitiva para el desarrollo de la resolución de problemas matemáticos. Páginas de Educación, 17(1). http://www.scielo.edu.uy/scielo.php?pid=S1688-74682024000101203&script=sci_arttext
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Karla Mercedes Franco Avila, Joseph Josue Peña Matamoros, Wilber Ortiz Aguilar
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
