Browsing by Author "Matute Argudo, Maricela Elizabeth"

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Estrategias de resolución de problemas para el aprendizaje significativo de las matemáticas en educación general básica
(2014) Matute Argudo, Maricela Elizabeth; Ávila Larriva, Priscila
Problem-solving strategies for meaningful learning of Mathematics in the Basic General Education" is a compilation and analysis of bibliographic information with respect to a series of strategies for the teaching-learning process of the resolution of mathematical problems from the constructivist approachto promote meaningful learning of this central theme within the Updating and Strengthening Curriculum 2010 as it was intended that students develop logical thinking and critical to interpret and solve the problems of life. The resolution of problems from the constructive approach is a fundamental tool for the learning of Mathematics and at the same time is a competition that all students should acquire in their educational path. Strategies for the resolution of problems involves providing to the students and the various models of problems in different contexts and located in the student reality to which the resolution of the same will be carried out using processes developed and found by the educational community with the goal to offer a significant value and utility to the mathematical knowledge.
Prácticas de enseñanza de los docentes de matemática en la básica superior y su incidencia en el aprovechamiento de los estudiantes de la Unidad Educativa del Milenio Paiguara
(Universidad de Cuenca, 2019-12-18) Matute Argudo, Maricela Elizabeth; Lliguaipuma Aguirre, Mónica del Carmen
The present work is a qualitative research of descriptive – phenomenological, has as objective to analyze the teaching practices of the teachers of Mathematics in the basic top of the Educational Unit of the Millennium Paiguara. Authors such as Ausubel (1993), Piaget (1977), Vygotsky (1978), Freire (1993), among others, argue the change of role of the teacher and the student within the teaching and learning processes by providing priority to the prior knowledge that exist in the cognitive structure of each subject to learn and requires that each teaching practice you are closing through the use of strategies and activities that promote interaction with the reality of the individuals, the team work, the resolution of everyday problems, the development of critical thinking and reflective. These being some of the elements of constructivism that guide the practices of teaching from the national curriculum and the pedagogical approach of the institution, the need arises to analyze instructional practices that employ teachers of Mathematics to establish their incidence in the achievement of the students of the Educational Unit of the Millennium Paiguara, for the collection of the information is conducted observations classroom, review the schedules micro-curriculum and interviews with each of the teachers and a student survey of the sublevel basic top. The most significant results were the predominance of elements in constructivist: group work, use of questions in the exploration of knowledge and evaluation of learning, graphic representations, readings, explanation of the contents and exercises of mental calculation, in relation to considered within the research as non-constructivist: resolution of exercises through the application of formulas, text handling and repetition of exercises. In addition, we showed the application of what has been planned during the teaching practices and determined that the impact of teaching practices on student achievement depend on the handling of certain factors in which the teacher interferes.