Método Pólya y su incidencia en el razonamiento matemático en 8° año de EGB de la U.E Luis Cordero

Abstract

The curricular integration work arises based on the problem that is identified in 8th year of EGB of the U.E. Luis Cordero, due to the observation sheets difficulties are identified in the use of mathematical reasoning, as well as in the resolution of problems, specifically, the understanding and execution of basic operations. Based on the above, the following research question is formulated. How to contribute to mathematical reasoning in 8th year of EGB of the Luis Cordero E.U.? In order to give an answer, the objective is to analyze the incidence of the Pólya Method in mathematical reasoning. To strengthen and improve the skills and abilities of mathematical reasoning through problem solving, the Pólya method is applied, which consists of 4 steps that are: Understand the problem, design the plan, execute the plan and examine the solution. In this sense, the present research is based on the writings of George Pólya (1989) about the use of the four steps to solve problems and their effect on mathematical reasoning. The research implements the socio-critical paradigm in the study of educational reality, in addition to a mixed approach, which links qualitative and quantitative instruments in the collection of information that is carried out in 8th year of EGB. The results obtained are positive, because thanks to the implementation of the educational intervention proposal that receives the title of "Pólya method, a path to mathematical reasoning", students improve and strengthen their abilities in mathematical reasoning, because an increase in the final evaluation in relation to the diagnostic was evidenced. For deductive reasoning, from 29.42% it increased to 57.96%, for inductive, from 64.71% to 90.20% and for spatial, from 26.47 to 61.78. There is also evidence of an improvement in problem solving.