ESTRATEGIA DIDÁCTICA PARA RESOLVER PROBLEMAS EN LAS CLASES DE MATEMÁTICA

Abstract

This research was aimed at solving mathematical problems, an aspect that has presented difficulties in the development of the educational process, a strategy was designed based on criteria for teaching and the evaluation of learning, derived from cognitive theories, relative topics were developed to the topic of linear equations that lead to the resolution of problems in the subject of algebra in the first semester of Agricultural Engineering. In this paper, the results of a survey applied to a representative random sample of the 96 students who participated in the experience are analyzed in order to determine to what extent the criteria established in a didactic strategy were met in practice. Applied in Mathematics classes. It emphasizes the active participation of the student during the use in the classes of a material developed on problem solving applied to the content: equations and functions. At the time of designing the strategy it was recognized that it was necessary to make decisions regarding activities of the teaching practice that correspond to the preparation of the classes (before) and (during) the class. It can be seen that the relative importance of the different dimensions ranged between 65% and 83%. The highest values ​​would be indicating that the students: approve the proposed teaching material, being pleased to have an active participation in the class and for the group work, they are in agreement with the role played by the teacher as a guide of learning and as a transmitter of the to know.