Trabajo grupal como estrategia metodológica para potenciar la inclusión en el proceso de enseñanza – aprendizaje de la Matemática

Abstract

The investigation has as references the learning achieved in the formation process as EGB's teachers in the UNAE, it restarts the research knowledge integration projects' results. It responds to a problem detected in the pre-professional practices where some difficulties observed in the processes of inclusion of students in the learning of mathematics, a subject that has a higher degree of difficulty. The methodology strategy is made based on an entry diagnosis, for that reason is proposed using group work to promote inclusion in the mathematics teaching-learning process in the ninth year of the EGB. The methodology for the research follows a predominantly qualitative approach because it responds to a group study case. For which methods such as participant observation, document analysis, in-depth interviews with key informants, the record of experiences through journals, sociometric technique to structure group study, products analysis of the activity such as the review of school notebooks, exams, among others to students to verify the proposal impact. The work provides the following results: an educational reality diagnosis concerning the inclusion in the process of mathematics teaching-learning, the design of a methodological strategy of group work that promotes inclusion and its implementation. The inclusion of all the students through group works in mathematics learning obtained as a relevant result, which reversed the low qualifications in the subject. Besides, the achievement of the skills developed in the area.