Estrategia didáctica para la implementación de las fases del aprendizaje matemático en la Educación General Básica

Abstract

Within the framework of the pre-professional practices developed in the "Herlinda Toral" Educational Unit, it can be seen that in the EGB, specifically in the area of mathematics, mathematical concepts are not taught from the concrete and tangible to the abstract, that is, they do not use the phases of mathematical learning. For this reason, the purpose of the research is to deepen the use of the phases of mathematical learning, to then develop a didactic strategy based on the phases and aimed at contributing to the acquisition of skills. As for the methodology, an action research with a mixed approach is applied and techniques such as document review, survey, in-depth interview and observation are used. The didactic strategy was designed for the statistics and probability block, it includes ten skills with performance criteria distributed in nine class subjects. After the application of the strategy in the tenth year of EGB, we proceeded to evaluate the impact it has had on student learning, the results show that, on average only 10% (3 - 4 students) do not develop the dexterity after a class session; The strategy also facilitated the assimilation of the contents and minimized their complexity, allowed the students to develop the skills and provided pleasant learning experiences. For this reason, it can be affirmed that the implementation of the mathematical learning phases within the didactic strategies contributes significantly in the acquisition of skills by the students.