Estrategia didáctica basada en problemas para contribuir a la comprensión de los números complejos en el tercero de BGU paralelo B.

Abstract

The research presented below aims to implement a teaching strategy to contribute to the understanding of complex numbers in the third year of BGU parallel B, applied in the Roberto Rodas Educational Unit, in the city of Azogues. In order to fulfill this objective, the use of PBL is theoretically based to elaborate the proposal, therefore a pre-test and post-test were applied to diagnose the knowledge of the students before and after applying the proposal. In addition, the interview, field diaries and discussion groups were implemented, which allowed us to identify that students have difficulties in understanding complex numbers in terms of logical and critical skills such as cognitive skills, development of thinking, creativity, among others. The research has a socio-critical and pragmatic paradigm, mixed approach of concurrent design, with a pre-experimental type of research. The proposal consists of three phases which are exploration, execution and socialization that are adapted to the seven steps of PBL proposed by Lavado et al. (2023) and Ortega et al. (2020) where most of the students have a considerable improvement with respect to the grading scale of the General Regulation of the Organic Law of Intercultural Education (2023). Problem-based learning (PBL) is an active, student-centered approach that allows them to expand their knowledge by solving problems during the process.