El método Singapur para la enseñanza de la resta en estudiantes de 2do grado de EGB.

Abstract

The purpose of this research is to contribute to the reflection on the teaching-learning process of the subtraction algorithm with second year students, applying the Singapore method. In order to carry out this research, the sociocritical paradigm was used, with a qualitative approach, framed in the action research method. For the collection of information, evaluation techniques and instruments such as interviews, participant observation, focus groups and documentary analysis were used. These data collection methods were fundamental for the diagnosis, creation and approach of the educational intervention proposal, as well as for the analysis of the results from a perspective that includes both the teacher's and the students' perspectives. Among the main results, we reflect on the importance of the Singapore method and its contribution to the students' difficulties, such as the confusion of signs, the use of the positional table and the relationship between the minuend and subtrahend. Finally, a proposal is put forward that employs the three phases of mathematics learning that characterize the Singapore method: concrete, pictorial and abstract. In the specific context of the research, the aim is to build meaningful, novel and motivating learning, as well as to strengthen the students' metacognitive processes.