Estrategia didáctica para potenciar la participación activa en matemáticas de estudiantes de primero Bachillerato en la Unidad Educativa “Herlinda Toral”

Abstract

The present study identifies the scarce active participation in mathematics of first-year bachelor students of the Herlinda Toral High School. For its study, active participation is defined through interactivity with the learning object and interaction with the educational subjects in the classroom based on the learning perspectives of Piaget and Vygotsky. The purpose of this work is to implement the didactic strategy to enhance the active participation in mathematics classes of first-year high school students in this context. For this purpose, participatory action research is designed from the socio-critical paradigm of mixed type in which the active participation in the context of the study is diagnosed, the didactic strategy is designed, its implementation is observed and finally, the observed results are reflected upon. As a result of the application of the didactic strategy, favorable changes in active participation were observed; however, some complications arose due to the students' lack of previous knowledge. Despite this, the didactic strategy is considered satisfactory about the objectives set for the solution of the needs identified through the diagnosis of the study context.