Enseñanza de la multiplicación desde un enfoque constructivista en tercero y cuarto año de Educación General Básica

Abstract

The present research is intended demonstrate theoretically the importance of multiplication teaching from a constructivist approach in the third and fourth year of basic general education, years in which this teaching deepens. Indeed, this dissertation seeks to answer the following questions: What is the multiplication process? What is the difference of teaching multiplication from a traditional approach and a constructive approach? According to the Updating and Strengthening Curriculum (2010): How you should develop their teaching process? What strategies can be used to work on understanding multiplication in the third and fourth year of basic general education? To answer these questions we resort to the review of bibliographic information from magazines, books and articles by different authors, which facilitate meeting the objectives. Finally, it is concluded that teaching - learning based on the guidelines of constructivist pedagogical approach results in the understanding that students need to use multiplication to their academic and daily life. For this reason it is stated that the importance of teaching the multiplication from a constructivist approach is based on this pedagogical guideline tends the use of such mathematical operation in solving problems, developing logical thinking - mathematical and reasoning, unlike what happens with traditionalism in which is stored short-term.