Estrategias didácticas para mejorar la atención en el aprendizaje del álgebra

Abstract

The curricular research project is titled: "Didactic Strategies to improve attention in the learning of Algebra; having as general objective: To propose Didactic Strategies to improve the attention of the students of the tenth year of EGB in Algebra subjects". The problem had its origin in PP, this information is justified with international, national and local background: Alvarez (2017); Farinango (2015); Palma (2018), contribute to this project with experiences of implementation of activities such as: ludic, gamification, learning by doing and experimentation. On the other hand, theoretical references are cited that relate the study variables giving veracity, such as: Alvarado (2016); García (1997); Lubary (2016), who point out the importance of working this topic generating active participation, motivation and improvement of learning, thus achieving the improvement of attention in Algebra topics. Based on the resources and strategies used, such as: observation in the PP, field diaries and interviews, this research maintains an interpretive paradigm, in addition to having a qualitative approach. Finally, a guide of activities is elaborated where didactic strategies that are of student interest are proposed, for which a validation was elaborated in which teachers of the National University of Education give proof that it is applicable in future investigations. The results obtained in this research process indicate that, in order to obtain an efficient academic process, it is first necessary to know the student's educational context and, based on this, create strategies that benefit the student in order to generate significant learning.