Propuesta de enseñanza-aprendizaje de funciones trigonométricas y triángulos rectángulos mediante Aprendizaje Basado en Proyectos

Abstract

Mathematics teaching faces various challenges. Among them, the communication of mathematical concepts stands out, which negatively impacts performance, especially if interest or motivation is lacking. In many cases, they choose to memorize content or use techniques that do not promote meaningful learning. To address this problem, this research proposes a strategy based on constru tivism, oriented towards methods that promote dynamic, creative and interesting environments, facilitating the transition from theory to practical application. In this sense, the Project Based Learning (PBL) approach is adopted. This proposal follows the principles of the Teaching Framework for Understanding. The proposal was carried out with tenth year students of Basic General Education at the Private Educational Unit of Cuenca, Ecuador, addressing topics of elementary trigonometry. The methodology used was action research, with a period of 8 weeks. Observation logs, rubrics, and focus groups were used to evaluate its effectiveness. The results reveal that 94.78% of the students achieved mastery of learning, in accordance with the standards of the Ministry of Education of Ecuador. Finally, and based on the experience and suggestions of managers, students and teachers, this process culminates in the formulation of a new improved methodology. In summary, it is observed that PBL presents a significant improvement in generating interest. This innovative, dynamic and creative approach stimulates reflection, challenging the traditional paradigm and promoting a cooperative and active dynamic in the educational process.