Resolución de problemas para la comprensión de las competencias matemáticas: estudiantes de noveno grado. Educación básica secundaria. Localidad metropolitana de Barranquilla.
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Fecha
2018
Autores
Oliveros Cuello, Darwing José
Martínez Valera, Luz Midian
Barrios Bolaños, Andres Fernando
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación, muestra los resultados obtenidos en la implementación de un cuasi experimento, que tuvo como objetivos validar a través la aplicación de la Metodología de George Polya, el mejoramiento en el desempeño académico de los estudiantes de grado noveno, de educación básica secundaria de dos Instituciones Educativas del Distrito de Barranquilla; además, demostrar que al implementar esta metodología, el estudiante también desarrolla la comprensión y la Metacognición.
Es por ello, que los investigadores proponen la implementación de la metodología de Polya como una alternativa de resolución de problemas, para que el estudiante desarrolle su capacidad de pensamiento lógico-matemático, haciendo uso de los procesos meta cognitivos. Para medir el impacto de esta implementación, se diseñó un cuasi experimento, con dos grupos, control y experimental, de dos instituciones educativas distritales, ubicadas en la localidad Metropolitana del distrito de Barranquilla, con la finalidad que los estudiantes de 9° grado, mejoren la comprensión de las matemáticas y puedan obtener mejores resultados en su desempeño académico y en las pruebas institucionales.
La investigación arrojó resultados prometedores en los niveles de comprensión y de desempeño, además, se demostró que las fases de la metodología de Polya: Identificar el Problema, Elaborar el Plan, Implementar la Estrategia parar resolver el problema y hacer una Visión Retrospectiva del mismo; coadyuvan a estimular la comprensión lectora, motivan al estudiante a resolver problemas contextualizados y obligan al docente a utilizar técnicas didácticas, diferentes a la operacionalización de las matemáticas.
The present research shows the results obtained in the implementation of a quasi-experiment, which had as objectives to validate through the application of the Methodology of George Poly. The improvement in the academic performance of ninth grade students, of secondary education of two Educational Institutions of the District of Barranquilla; in addition, demonstrate that by implementing this methodology, the student also develops understanding and Metacognition. That is why the researchers propose the implementation of the Polya methodology as an alternative problem solving, so that the student develops his logical-mathematical thinking capacity, making use of the meta-cognitive processes. To measure the impact of this implementation, a quasi-experiment was designed, with two groups, control and experimental, of two district educational institutions, located in the Metropolitan area of the district of Barranquilla, with the purpose that the 9th grade students improve the understanding of mathematics and can obtain better results in their academic performance and in institutional tests. The research yielded promising results in the levels of understanding and performance. It was demonstrated that the phases of the Polya methodology: Identify the Problem, Prepare the Plan, Implement the Strategy to solve the problem and make a Retrospective View of it; they help to stimulate reading comprehension, motivate the student to solve contextualized problems and force the teacher to use didactic techniques, different from the operationalization of mathematics.
The present research shows the results obtained in the implementation of a quasi-experiment, which had as objectives to validate through the application of the Methodology of George Poly. The improvement in the academic performance of ninth grade students, of secondary education of two Educational Institutions of the District of Barranquilla; in addition, demonstrate that by implementing this methodology, the student also develops understanding and Metacognition. That is why the researchers propose the implementation of the Polya methodology as an alternative problem solving, so that the student develops his logical-mathematical thinking capacity, making use of the meta-cognitive processes. To measure the impact of this implementation, a quasi-experiment was designed, with two groups, control and experimental, of two district educational institutions, located in the Metropolitan area of the district of Barranquilla, with the purpose that the 9th grade students improve the understanding of mathematics and can obtain better results in their academic performance and in institutional tests. The research yielded promising results in the levels of understanding and performance. It was demonstrated that the phases of the Polya methodology: Identify the Problem, Prepare the Plan, Implement the Strategy to solve the problem and make a Retrospective View of it; they help to stimulate reading comprehension, motivate the student to solve contextualized problems and force the teacher to use didactic techniques, different from the operationalization of mathematics.
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Palabras clave
Resolución de Problemas, Metacognición, Comprensión, Metodología de George Polya, Problem Solving, Metacognition, Understanding, George Polya Methodology