Propuesta constructivista para el aprendizaje de matemáticas en personas con escolaridad inconclusa

Abstract

This research is framed within the field of Youth and Adults Education (EPJA) and aimed to design a didactic proposal based on the constructivist approach, focused on strengthening mathematics learning in adult learners with incomplete schooling who are entering the first year of the Intensive Baccalaureate program. A mixed-methods approach was adopted, combining quantitative and qualitative techniques. A diagnostic test and the Honey-Alonso Learning Styles Questionnaire (CHAEA) were applied to a population of 20 students; in addition, semi-structured interviews were conducted with three mathematics teachers and one student from each level (first and second year of the program). The results revealed insufficient mastery of fundamental mathematical content, particularly in basic operations, powers, and equations, as well as a predominance of reflective and theoretical learning styles. Based on the diagnostic findings, a contextualized leveling guide was developed, structured around the constructivist approach and supported by Problem-Based Learning (PBL) methodology. This proposal seeks to promote meaningful learning, enhance logical-mathematical thinking, and contribute to the development of autonomy, motivation, and self-confidence in adult students, within an inclusive, flexible, and learner-centered educational model.