La Resolución de Problemas y el logro de un clima relacional positivo en el aula de matemáticas

Abstract

In the current Ecuadorian Educational System, a typical class of mathematics has become a social paradigm difficult to understand by each of its actors; since it has been shown that the majority of students are totally unmotivated when they get involved with learning this interesting subject. In its great majority, the teachers belonging to this important area of knowledge, teaches traditional and non-constructivist, few motivating, the same that do not guide towards research or creativity within the classroom. The Ecuadorian curriculum suggests using different didactic strategies so that the learning of mathematics in students is more effective, therefore in this work it is proposed to apply the strategy based on problem solving with a view to obtaining a positive relational climate in the classroom, the same that has led us to achieve positive and favorable results in the process of mathematical teaching.