Educación General Básica

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Aplicación de estrategías metodológicas basadas en el estadio de operaciones concretas para la rsolución de problemas matemáticos
(2012) Fárez Pineda, Juan Carlos; Mejía Guachichullca, Carlos Eduardo; Aguilar Feijoó, María Gabriela
Aprendizaje de las operaciones básicas matemáticas a partir de la resolución de problemas en la educación básica
(Universidad de Cuenca, 2023-02-07) Pinos Maita, David Santiago; Quizhpi Barbecho, Darwin Andres; Aguilar Feijoó, María Gabriela
This monographic work is situated in the area of Didactics of Mathematics. It is intended to determine the importance of problem solving for the learning of basic mathematical operations in elementary school students. In order to fulfill this objective, a documentary research of diverse sources of bibliographic information was carried out, among them, books, scientific articles and postgraduate theses of diverse authors. The analysis and synthesis of the material made it possible to select the most relevant information for the writing of the chapters. Thus, it is concluded that problem solving is a necessary transversal axis to be able to work on the meaning of basic mathematical operations in elementary basic education classrooms. This is due to the familiarity that working with mathematical concepts in everyday situations provides to the student, a fact that, in addition to eliminating prejudices and fears about mathematics, generates interest and curiosity in the students to know which path to follow. From this point, teachers and their conceptions about mathematics play a fundamental role in guiding their work and making basic mathematical operations meaningful, relevant and functional in the daily lives of their students.
Concepciones de los docentes de educación básica de la ciudad de Cuenca acerca de la evaluación en el área de matemática
(Universidad de Cuenca, 2024-08-30) Peralta Bravo, Carolina Andrea; Sinchi Sinchi, Jessica Victoria; Aguilar Feijoó, María Gabriela
The present thesis addressed the conceptions that teachers have about evaluation, which are essentials to understand how the practice is developed in the classroom, specifically at the evaluation. Therefore, the main objective of this research is to determine the conceptions that teachers have about evaluation in the area of mathematics in basic education in the educational schools of the city of Cuenca. The methodology used followed a quantitative approach, with a non-experimental and cross-sectional type of study, with a descriptive scope. For this purpose, surveys were conducted to 60 teachers of basic education from second to seventh grade of seven educational schools; five fiscal, one fiscomisional and one particular. The main findings obtained were that, although teachers value the type of diagnostic and formative evaluation, this is not reflected in the frequency with which they do evaluate at the end of a subject, skill or unit, they prefer to use a summative evaluation. Also, it has been evidenced that the teachers investigated give priority to in-class tasks and exercises related to reality, without leaving aside the use of written tests and exams to measure the knowledge acquired by the students.
La concienca fonológica como alternativa para el parendizaje de la lecto-escritura en los niños y niñas de 6 a 7 años
(2011) Cabrera Viteri, Andrea; Carchi Guamán, Vanessa; Aguilar Feijoó, María Gabriela
La construcción del número en primer año de básica: el cuento como recurso didáctico
(2016) Mocha Niebla, Maribel Rebeca; Aguilar Feijoó, María Gabriela
This literature review aims to theoretically demonstrate the importance of using the story to number the construction of children first year of basic education. Theoretically the study is located in the teaching of logical-mathematical basic first year. They constitute specific research objectives, understanding the process of number the construction from the study of relevant theories, to substantiate the story as a teaching resource in the process of teaching and learning in the number, and analyze examples of mathematical learning in using stories to build the number in the first year. To fulfill the objectives, we worked with bibliographic research methodologically. Researchers theories of building the number agree that the count is a natural ability of the human being and therefore children to stay in touch with society, they develop the principles to reach the count and achieve build the number , thus the numerical processes that will form the basis for the years following basic are strengthened. The results of the inquiry show that the story as a teaching resource is feasible to work in the first year of basic, because the story is linked with feelings and rapid attracts attention of children.
La construcción del número en primero de básica desde la Actualización y Fortalecimiento Curricular
(2014) Bermeo Quito, Tania de los Dolores; Plaza Patiño, Juan Diego; Aguilar Feijoó, María Gabriela
This research aims to guide and reflect on the construction of the number and the theories that underpin the process of teaching and learning in the Update and Curriculum Strengthening basic freshman and tries to establish a relationship between the theoretical foundations of the AFC and the main theories understanding about the number of authors such as Jean Piaget, Gellman and Gallistel, Karen Fuson and Arthur Baroody. The construction of number and understanding of basic first year is the foundation for later mathematical learning and normal academic development of students in the following years of basic education. This research shows how the concepts associated to the number present in the AFC and the text of the freshmen, are based on relevant theories of number acquisition for adequate teaching-learning process. The research literature was in full and that such research can synthesize, understand and summarize different texts on the subject of the construction of the number. In the study it was found that there are different theories about the construction of numbers that constitute and support the curriculum structure of basic first year, your component logical relations and numeric math block development manager construction number. To end the respective conclusions on the study undertaken in order to contribute to the population of students studying basic education interested in topic number acquisition was
Creencias docentes sobre las matemáticas: influencia en la enseñanza
(2018) Cárdenas Encalada, Marcela Estefanía; Aguilar Feijoó, María Gabriela
The present bibliographical investigation is based on the field of mathematics didactics, specifically between two categories; teachers` beliefs and mathematical teaching models, with the objective to demonstrate in a theoretical way the possible implications of teachers` beliefs in the teaching of mathematics. The beliefs are that teachers hold about mathematics and have been presented as a topic of great interest in trying to understand and explain what causes a teacher to direct their actions towards a particular model of teaching. The methodology assumed was the documentary research of bibliographic works. To from the work done, it is proven that the teachers` beliefs hold are subjective and little elaborated knowledge that push or guide their actions, for example, if you believe that the student is a passive subject who only needs to listen and repeat exercises to learn mathematics. This belief is guided in a traditional model of mathematical teaching, on the other hand, to believe that the teaching of mathematics must be worked from the understanding and connection of the contents with the reality of the students, directs the teaching action to a model of resolution of problems. In this perspective, teachers` beliefs are valuable instruments when selecting and defining a teaching model in the classroom, therefore identifying unfavorable beliefs, therefore you can see the need to work from teacher training through the taking of consciousness, the reflection of practice and the contrast of experiences.
El desarrollo del cálculo en cuarto de básica: estrategias utilizadas por los docentes en matemáticas
(Universidad de Cuenca, 2024-08-30) Chiguano Suntaxi, Nubia Marcela; Sicha Erreyes, Carlos Alex; Aguilar Feijoó, María Gabriela
Develop the calculation in the children bring several benefits as much as in the academic as the diary practice, because help to improve the critical thought and the Agility for solving problems, however, in local level, we don’t know how the teachers work in the classroom so that this ability can be taken advantage of for the children. In this sense the objective of this study was to analyze the kind of calculation that the teachers use for teaching the math in elemental level. The study adopted a qualitative approach, through of the observation of 24 math classes of four teachers of four public schools of Cuenca city and later semi structured interviews to the observed teachers. In the findings were evident that there is traditional teaching of the calculation, in which predominates the teaching of logarithm, thus, exist an absence of mental calculation, besides, discovered that of teachers speech to a constructivist approaches of the math but in their practices the teaching of calculation are opposed to the speech.
El juego como estrategia metodológica para el aprendizaje de la multiplicación
(Universidad de Cuenca, 2022-03-31) Mora Barreto, Christian Iván; Aguilar Feijoó, María Gabriela
This monographic work is located in the field of Basic Education in the area of Mathematics. Learning multiplication is a very important topic in a student's school and everyday life. Multiplication is one of the four basic operations, therefore, the way in which you learn to multiply will determine that the student can understand everything that this operation implies and can use it. Or on the contrary, that their learning generates gaps and, therefore, gaps between students. Therefore, the purpose of this study was to recognize play as an important methodological strategy in learning multiplication. This monograph will be composed of three chapters, where everything that involves learning multiplication, the game seen as a methodological strategy and a selection of games that can be used in learning this operation is addressed. For this, a bibliographic review was carried out in order to collect information that would allow us to analyze and describe what was previously stated. In this way, it was possible to understand that the game can and should be present in the learning of multiplication from a constructivist perspective, since this will be an important strategy with many benefits both for the assimilation of content and for the individual and collective development of the little boy.
El juego en las matemáticas: revisión de literatura
(Universidad de Cuenca, 2022-03-21) García Morocho, John Paúl; Barros Mora, Bryan Andrés; Aguilar Feijoó, María Gabriela
This monograph is located in the field of mathematics didactics. It is intended to make known the use of games and their effectiveness in the teaching of mathematics in elementary school classrooms. To achieve this objective, a review and selection of literature in Spanish (books, journals and scientific articles) on the subject has been made. We have also selected empirical studies that indicate the effectiveness of using games to teach mathematics. The review focused on understanding what the game is within the teaching of mathematics and to know the theoretical foundations from which it has been investigated and finally to know games that have been applied in this subject in basic education. In the literature review it was found that games applied in a correct way and with clear objectives in the teaching of mathematics are highly effective for the transmission and construction of learning. This is because the game contributes to the student's development of cognitive skills and knowledge that will lead to better learning, both socially and individually. Finally, it is concluded that the use of games in primary education is still limited.
El uso de recursos didácticos para la enseñanza de la geometría en educación básica elemental y media
(Universidad de Cuenca, 2022-02-09) Mora Saltos, Bryam Andrés; Ponce Villarreal, Ashley Lizbeth; Aguilar Feijoó, María Gabriela
This monographic work is situated in the field of geometry didactics. Within this topic, it is considered that the use of didactic resources in elementary and middle school education is of vital importance, especially in the learning of geometry, because it allows a better understanding of geometric concepts. Therefore, the purpose of this work is to know how to teach geometry with the use of didactic resources in elementary and middle elementary education. This work was developed through the review of literature and researches that propose the use of didactic resources in geometry. Among the didactic resources reported in research are the geoplane, the tangram, origami, among others, which are considered to help in the teaching of geometry, as they are understood as learning facilitators that link the theoretical world with the practical one. In this sense, it is proposed that manipulation, practice, and the development of cognitive skills, through didactic resources, improve the geometry learningprocess at the elementary and middle schoollevels.
Enseñanza de la multiplicación desde un enfoque constructivista en tercero y cuarto año de Educación General Básica
(2016) Pallchisaca Suquilanda, Paola Dolores; Aguilar Feijoó, María Gabriela
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.
Estrategias lúdicas para el aprendizaje de la matemática: percepción de los docentes de educación básica
(Universidad de Cuenca, 2023-09-04) Armijos Sarango, Yadira Elizabeth; Ordóñez Armijos, Gladys Andrea; Aguilar Feijoó, María Gabriela
Nowadays, the process of learning mathematics takes into account a constructivist view since it focuses on the idea that students have to build their own knowledge with the teacher's guidance, this aspect develops spaces for communication and learning. However, strategies such as repetition and memorization are still present in mathematics classes and influence students' performance. On that account, the integration of playful strategies in mathematics teaching enhances the capacity to learn, since it fosters students' interest. Therefore, this graduation project is centered on the field of didactics of mathematics with the purpose of knowing the perceptions of elementary school teachers towards the employment of playful strategies in the process of learning mathematics. For the aforementioned purpose, a qualitative research approach was designed in which six elementary school teachers from an urban and fiscommission institution in Cuenca were interviewed. Regarding the results, it was found that teachers have positive perceptions about using playful strategies in mathematics teaching as they recognized they have employed them in their classrooms and their advantages in understanding them linked to games. This link between games and playful strategies can limit the richness of the latter because the potential of playful strategies in mathematics teaching goes beyond having fun and making mathematics content more friendly.
Estrategias metodológicas orientadas al desarrollo del pensamiento lógico matemático: su empleo en las clases de matemáticas
(Universidad de Cuenca, 2023-09-07) Arias Pulgarin, Michelle Estefanía; Asmal Chuisaca, Marcela Belén; Aguilar Feijoó, María Gabriela
Commonly, mathematics has been inserted in the school as a rigid subject, which is based on the use of algorithms and rules that students must put into practice when carrying out certain exercises proposed by the teacher. This has caused the learning process of this subject to become mechanical since students are consideredincapable of reflecting on the reason for the use of certainnumbers and processes as well as transferring the contents, they learn to daily life situations. The present degree work is related to the field of didactics of mathematics and has the purpose of knowing the teachers' methodological strategies that are oriented to the development of mathematical logical thinking of fourth graders. For the development of this research, an instrumental case study was carried out with a qualitative approach. Interviews to two teachers, observation of 14 mathematics classes, and the review of the Annual Curricular Plan (PCA) were used to collect data. After the information collected through those three instruments was contrasted, the results allowed us to affirm that there are divergences between what the teachers develop in their mathematics classes, linked more to traditional strategies, what is exposed by theteachers and what is proposed in the PCA. Both in the PCA and in what was expressed by the teachers, it refers to the use of strategies oriented to the development of logical thinking in mathematics, however, what is mentioned is different from what is observed in the classes, where there is a supremacy of traditional strategies.
Estudio de la disgrafía y sus causas en los escolares
(2011) Armijos Armijos, Nancy Magdalena; Galarza Contreras, Flora Margarita; Aguilar Feijoó, María Gabriela
Experiencias docentes frente a la enseñanza de resolución de problemas matemáticos en educación básica elemental y media
(Universidad de Cuenca, 2024-09-05) Quito Ortiz, Jessica Maria; Quituisaca Sucunota, Rosa Esperanza; Aguilar Feijoó, María Gabriela
The Ecuadorian curriculum considers problem-solving as a cornerstone of mathematics education, serving as a means to teach other content while also strengthening skills in identifying, analyzing, and addressing problematic situations, both in the school environment and in real life. The objective of this study was to describe teachers' experiences regarding the teaching of mathematical problem-solving. The research was conducted using a qualitative approach with a phenomenological perspective, employing semi-structured interviews guided by open-ended questions. These interviews were conducted with 10 elementary and middle school teachers from a public school in Cuenca. The results indicated that there is ambiguity in teachers' conceptualization of problem-solving. Moreover, the teaching methods observed follow a hybrid model, as teachers describe both traditional and non-traditional teaching experiences when teaching problem-solving to students. In addition, the research revealed that according to teachers, the obstacles that hinder the students’ learning of problem-solving come from the students themselves and their contexts rather than from the teachers’ strategies used and implemented in their classes.
Importancia de las TIC para el mejoramiento del proceso de enseñanza aprendizaje en educación general básica
(2015) Cabrera Baculima, John Mario; Aguilar Feijoó, María Gabriela
The following bibliographic study intends to demonstrate in theory the importance of the TIC in the teaching-learning process within the Basic General Education. The new generations have been born into a digital age. Despite student's knowledge about the use of TIC, teachers do not give them the necessary importance within class. The student and today's education require updated teachers in knowledge and in the management of current Information and Communications Technology which allows them to adapt to new learning environments. In theory the study is placed in the field of teaching within the basic general education. To achieve the overall objective they have been presented as specific objectives such as: to analyze the relationship between TIC and education, to argue their importance in the teaching-learning process and finally, to describe the difference between an education with TIC and one without TIC. The study results show that the correct use of the Information and Communications Technology in class help to improve the educational processes, enabling the creation of new learning environments in line with the interests of children. The documentation shows that the use of TIC in the area of the Basic General Education is fundamental to strengthen and to adapt the educational training to the current technology around us.
El juego como estrategia para fortalecer el aprendizaje de la suma y la resta en tercero de EGB
(2017) Guartatanga Farfán, María Isabel; Romero Palacios, Susana Elizabeth; Aguilar Feijoó, María Gabriela
This proposal of educational innovation is included in the math area. Its purpose is to strength the operational sense of addition and subtraction in the students of third of EGB of the Public Mixed Palmira school, using the game as a strategy. In order to elaborate this proposal, a diagnosis was made through three moments: Observation of two math classes, evaluation to the children, and interview to the classroom teacher. The results of the diagnosis indicated that most of the students present difficulties in addition and subtraction learning by avoiding mental calculation strategies. They do not recognize subtraction in comparative situations because they are not able to explain and justify the process that follows when solving a problem involving addition or subtraction. In this context, and based on the constructivist theory, this proposal was developed through games, which include approaches of different activities, such as group work and consolidation of learning through the reflection and evaluation processes.
El juego como estrategia para fortalecer la resolución de problemas matemáticos en los niños de tercero de básica
(2018) Morales Criollo, Juan Pablo; Condo Tacuri, Juan Pablo; Aguilar Feijoó, María Gabriela
The present proposal of educational innovation is located inside the field of the didactics of the mathematics. It has as aim strengthen the skills with criterion of performance related to the resolution of mathematical problems, in the students of the third year of general basic education, "B" of the school "Axzual " across the game. For this end a diagnosis was realized by means of a pedagogic test and an interview to the teacher. By means of the realized diagnosis was indicated that the students possess difficulties, principally in problems of comparison, identification of the information, exposition of problems from numerical information and resolution of problems with pictograms. Though the results of the evaluations, in spite of the identified difficulties, were satisfactory, one warned in the students an excessive need of mediation of the teacher to solve the raised problems. It is so, from an approach constructivist of the education - learning of the mathematics, and of dealing to the game as a basic strategy, designed the proposed. The activities that were designed focus in the student and there use games that connect the mathematics with the daily thing, taking in it counts the interests of the students. The problems that appear are additives and subtractive of different type, since it thinks that they allow to extend the vision of the concept of sum and subtraction.
Juego y aprendo: la relación del juego con el aprendizaje de la división
(2012) Calle Calle, Rosa Ximena; Gutiérrez Zavala, Adriana Isabel; Aguilar Feijoó, María Gabriela

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