EStrategias metodológicas dinámicas para reforzar los aprendizajes de la matemática en el 9o de E.B.

Abstract

This work is a proposal of dynamic methodological strategies to reinforce the Mathematics learning in the 9th grade of Primary School. It aims to provide ideas to solve the several difficulties the teachers face at the moment of reinforcing the studied topics in the Mathematics subject. In order to elaborate this project, Jean Piaget’s theories related with the cooperative learning have been considered, as well as Castellanos and Gutiérrez’ specific definitions about dynamic strategies as a group of processes, actions and activities that the students can develop intentionally in order to improve their learning. Personal experiences have been considered within a long teaching career, as well as other teaching experiences from other fellow teachers exposed during certain moments of pedagogic socialization. Reading of texts about this subject, the approaches covered in the Master’s classroom, institutional reality and other influential factors in the students’ learning have been considered as well. This work will cover five chapters. The first chapter provides an explanation about the problem, its justification, and the objectives on which this work will be based. The second chapter addresses the theoretical framework which covers the following aspects: dynamic methodological strategies, motivation, cooperative learning, resources, educative reinforcement, and games. The third chapter provides the work methodology, and the statistical analysis of the information obtained from surveys. Thus, further decisions and proposals will be made based on their results in order to improve students’ academic performance. The forth chapter covers the most important part of this work. In this section the teachers will find precise ideas about what, how and why, of each dynamic methodological strategy, which in practice will allow teachers to motivate young learners, and thus improve their academic performance in the Mathematics subject. The proposed strategies are dynamic activities and games which the students are familiar with, but now these activities will be specifically performed using algebraic or mathematical operations. For instance, “Mathematical Bingo”, “Cards game” as well as the use of technology to create videos, a video-taped class topic, and the use of software which students enjoy and use skillfully. Finally, the fifth chapter provides conclusions and further recommendations.