Estrategias y recursos didácticos para la enseñanza de operaciones entre conjuntos para noveno de EGB

Abstract

Many of the times, the teaching-learning process becomes complex because the resources and techniques used are obsolete and do not respond to the needs of the student. In the case of mathematics classes, this reality is not alien. Therefore, the objective of this research was to develop a guide of strategies and didactic resources for teaching operations between sets and thus be able to achieve meaningful learning in students. This research is theoretically based on constructivism, this theoretical current refers to the various teaching methods, so that students are fully prepared and have the necessary capacity when solving problems, it is theoretically supported by the main authors of the theory of Constructivism: Jean Piaget with his Theory of Cognitive Development, David Ausubel with his proposal of significant learning, and Vygotsky with the theory of sociocultural learning. All of them help to improve the way of teaching and transmitting knowledge in such a way that the teaching-learning dynamic is bidirectional in order to achieve meaningful learning in each student. For this, a diagnostic study was carried out that allowed us to know how the impact of this issue has been on university students. Due to the current health situation (COVID-19), the participation of students who are in the second semester of the Pedagogy of Experimental Sciences of the Faculty of Philosophy, Letters and Education Sciences of the University was chosen from Cuenca. The results indicate that learning is not significant in the subject of set theory. Therefore, it is appropriate to create a guide and concrete material that gives the teacher the opportunity to have strategies that approach the reality of the students and that will allow the consolidation of learning in a better way. Future researchers will be able to longitudinally evaluate the effects of applying the guide