Estrategia didáctica para potenciar el aprendizaje significativo durante los procesos de obtención y demostración de teoremas geométricos, en la Unidad Educativa República del Ecuador

Abstract

The present research paper part of the process of professional practices developed in the Educational Unit "Republic of Ecuador", specifically in the seventh year of basic education, was there that a lack of teaching learning mathematics was identified, it was possible to show lack of motivation and understanding on the part of the students, and difficulty in applying the contents in problem solving. The participating observation technique and survey were used for the data collection process, and the survey was necessary, and the design of instruments such as field journal, teacher questionnaire and questionnaire aimed at students was used, based on a participatory action research method, under a socio-critical paradigm and from a qualitative approach. Once the data collection tools have been applied, analysis and results were carried out, in which it was possible to find the need to implement teaching strategies that allow to enhance the meaningful learning of mathematics, for this, in the proposal section the authors designed a didactic strategy that compiles a set of activities aimed at the development of the skills corresponding to the learning of the Pythagorean theorem and the theorem of the Formula of Euler , from the use of specific material. These were adapted to include the processes of obtaining and demonstrating these theorems.