Tutoría entre pares como estrategia inclusiva para la enseñanza de matemáticas en estudiantes del subnivel elemental de la Escuela “Aurelio Lasso Grijalva”, de marzo a agosto del 2023

Abstract

In this study, the relevance of peer tutoring as an inclusive and effective strategy for teaching mathematics in students at the elementary sublevel has been considered. The objective of this work is to contribute to the acquisition of skills in the subject of mathematics of thirty students from the elementary sublevel of the “Aurelio Lasso Grijalva” school through peer tutoring as an inclusive teaching strategy. There are various challenges that make the teaching and learning process of this discipline difficult for students at this educational level. For its search, a period of twelve weeks was established, starting in its methodological design with a socio-critical paradigm, with a qualitative approach. Action research is the basis for the design of this work, whose qualitative techniques and instruments provide relevant information. The application to the participants of the questionnaire, the observation sheet, and the interview script made it possible to obtain information to understand the phenomenon studied. The results obtained were interpreted objectively using the data triangulation method. This process guided the researcher to propose the system of activities that was a relevant and effective pedagogical technique in the proposal of peer learning situations, which enhanced the development of skills in the area of mathematics in the group of students involved. As a result of this educational implementation, positive learning results were achieved in the area of mathematics and, therefore, increased academic performance. It is concluded that the peer tutoring strategy with an inclusive approach promotes positive interaction in learning spaces with effective results in academic performance in the area of mathematics.