Desarrollo del pensamiento matemático mediante la teoría de las situaciones didácticas en sexto año de Educación Básica de la Unidad Educativa Zoila Aurora Palacios año lectivo 2018-2019

Abstract

At present, the research in Mathematics Education making in Ecuador has motivated the study within this area of knowledge. Guy Brousseau's Didactical Situation Theory (DST) has marked a before and after in this field of study. The goal of this research work is to analyze a strategy based on the DST and if this allows a better development of the mathematical thinking of the students of sixth “B” of Basic General Education of the school’s “Zoila Aurora Palacios”. For this, a mixed-focus study was conducted. The sample is 37 students aged 10-11. Then, information was collected through classroom observations, interviews and questionnaires. In this way, it was identified that attitude, motivation and physical environment affect the learning of mathematics. Therefore, it establishes the implementation of a DST strategy adapted to the context. As a final phase, an analysis of results is carried out through a pretest - posttest design. As a remarkable result, is obtained a better development of the mathematical thinking of the students, especially in the summative and multiplicative structures.