La multiplicación: diferentes métodos para fortalecer el proceso de aprendizaje de los estudiantes de octavo de básica “A” de la Unidad Educativa “Sudamericano”

Abstract

Multiplication is a mathematical operation that most teachers teach traditionally or by rote, limiting logical thinking and applying rote learning to their students, who learn mechanically without achieving meaningful learning. The present project, titled "Multiplication: Different Methods to Reinforce Learning for Eighth Grade "A" Students in the "Sudamericano" Teaching Unit, is at the upper basic level, in the area of Mathematics with the objective of strengthening the process of learning multiplication through the socialization of different methods: Mayan method, Muslim method, base 100 method and Array method, considering them as an alternative to solve multiplications and, in this way, reinforce students' ability to think, reason and solve problems of daily life independently. To give conceptual support to this project, several concepts were taken into account, such as the constructivist theory centered on authors such as Granja and Navarro. Ausubel's Meaningful Learning and Bruner's Discovery Learning are also mentioned. Furthermore, the importance of active learning is mentioned in the national curriculum approach to compulsory education. The paradigm used in this project is the interpretive paradigm considering Ricoy, taking into account a constructivist epistemology. The data collection instruments used to obtain information on the effectiveness and acceptance of the proposed methods were: interviews and surveys. From these, it was possible to verify the acceptance of these methods by the participating students and teachers, however, they had a preference for the Mayan method. Likewise, learning to multiply more actively and with different methods is shown to help students better understand the mentioned topic.