Estrategia Didáctica para la enseñanza de Variaciones y Combinaciones para estudiantes de primero de BGU

Abstract

This thesis aims to design a didactic strategy for teaching variations and combinations, targeted at first-year students of the Bachillerato General Unificado (BGU) program, based on the constructivist approach. This pedagogical framework emphasizes that learning is an interactive process through which students construct their own knowledge via experiences and interactions in their environment. To identify the central changes, a comprehensive bibliographic review was conducted. This analysis revealed the difficulties that students encounter in understanding variations and combinations. A significant finding was the predominance of traditional teaching methods employed by educators, which often prioritize memorizing formulas and consequently limit students´ abilities to apply their knowledge to real-life problems. Additionally, interviews were carried put with various teachers from the “Nuestra Familia” Educational Unit. These discussions underscored that traditional methodologies remain prevalent and do not align with the objectives of a constructivist approach. In response to this issue, a didactic strategy was crafted, incorporating practical, collaborative, and dynamic activities designed to enhance student participation, logical reasoning, and critical thinking. Furthermore, visual aids (concrete materials) were introduced to facilitate the understanding of abstract concepts.