Estrategia didáctica para el proceso de Enseñanza - Aprendizaje de Matemática en 1ero BGU “E” de la UE César Dávila Andrade

Abstract

The teaching and learning of mathematics has been a topic of interest and concern over the years due to the categorization that has always been given both by students and by teachers themselves. Students get so involved in the fact that it is a complex, systematized and boring subject, so they are not interested or happy to receive them, which is why the role of the math teacher is not only to teach but also to change the ideology of the students. regarding their beliefs in the matter to generate meaningful learning. The present investigation is of a pre-experimental type in which a case study was carried out with a sample of 38 students from the 1st BGU of the César Dávila Andrade Educational Unit, intentionally selected to determine the problem with both a quantitative and qualitative approach in which it was possible to determine the independent variable: teaching-learning process of the students and the dependent variable: didactic strategy. That is why the main objective of the research is the proposal of a didactic strategy as support in the subject of mathematics, analyzing the impact that it has on the teaching-learning process. Concluding that the application of a didactic strategy in the subject of mathematics is very beneficial for teaching-learning since a topic can be consolidated in a fun way and arousing interest in students.