El contexto como eje fundamental para el desarrollo de aprendizajes significativos en el área de matemáticas
Fruto Casalins, Mili María
Montenegro Guevara, Laura Estefany
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AbstractThis research is developed with the objective of proposing didactic strategies that, through the context, contribute to the development of significant learning in the area of mathematics of second-grade students from the María Auxiliadora educational institution in the municipality of Sabanagrande / Atlántico, Colombia. . This project arose due to the need to strengthen the mathematical learning of students through the formation of meaningful learning; Due to the problem situations presented by students in this area, from demotivation, disinterest and distraction in the teaching-learning processes, marked by a traditional education. In this sense, the methodology of the project has been developed under a complementary paradigm, in which the diverse approaches, beliefs and views of people's thoughts are integrated. In addition, it has some scopes of an exploratorydescriptive type which allow to analyze the problem presented and collect information on said analysis data; Finally, it is presented with a mixed research approach that allows to analyze the variables of the qualitative and quantitative data and with a type of DEXPLOS design which allows to explore and describe the phenomenon presented. The collection of information was carried out through an interview with teachers and specialists and a survey of the students of the institution to know their tastes and inclinations and aspects of their daily life as well as the teachers' perceptions regarding teaching. mathematics and meaningful learning, formed throughout his career. After this analysis, various conclusions are drawn about didactics and methodologies that manage to favor mathematical learning and, it is recognized that the use of context, everyday situations, and everything they represent contribute to the formation of meaningful learning for the student. , allowing him a broader vision regarding what this problem area tends to be, broadening his participation and evaluating his experiences and ideas in a mathematics class.