El aprendizaje colaborativo en el proceso enseñanza-aprendizaje de la resolución de problemas matemáticos en el tercer grado de EGB.

Abstract

The present investigation seeks to build a scenario that involves students in their teaching-learning process of addition and subtraction problem solving, using the methodology of collaborative learning to favor this process. This research adheres to the socio-critical paradigm and applies a qualitative approach to collect information from the educational context in which the pre-professional practice was developed; in this way, the action research method is used with the purpose of generating a change in the Educational Institution. Techniques such as interviews, focus groups, documentary analysis and participant observation were used, which helped to record important aspects to design, apply and analyze an educational intervention proposal. Results from the learning methods for solving mathematical problems were compared: the Traditional Method and the Pólya Method. Among the main results, it can be mentioned that although the former was easier to develop, it does not necessarily favor interaction among students; while the Pólya method enhances even more the reflection in working groups. In addition, socio-educational aspects arising from collaborative learning were examined, such as roles in group work, the importance of leadership, as well as values such as commitment, empathy and tolerance. In conclusion, collaborative learning favored the teaching-learning process in problem solving, creating bonds and values that generated a motivating and dynamic learning environment.