Práctica pedagógica para el desarrollo del aprendizaje significativo en matemáticas
Meaningful learning is understood as learning that goes beyond rote learning to achieve true knowledge that is not forgotten and is applicable throughout life. If a teacher promotes only mathematics learning, they will only succeed in having students memorize a compendium of formulas and procedures...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Fundación de Estudios Superiores Comfanorte
2023-01-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1423 |
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| Summary: | Meaningful learning is understood as learning that goes beyond rote learning to achieve true knowledge that is not forgotten and is applicable throughout life. If a teacher promotes only mathematics learning, they will only succeed in having students memorize a compendium of formulas and procedures that will be of no use to them, and they will hardly find opportunities to apply them. However, if they create science learning environments through teaching actions and pedagogical practices that integrate content, concepts, procedures, and values, they will achieve meaningful learning in mathematics. Objective: To develop pedagogical practices and teaching strategies to address and consolidate concepts and properties that lead to meaningful mathematics learning. Methodology: The research is of an educational nature and is framed from a multi-method approach in the qualitative paradigm through educational action research method focused on the discovery of problems and solution methods with the purpose of identifying opportunities to improve the pedagogical practice of teachers in search of generating significant learning of mathematics in their students and interpretive from the analysis of results of the process obtained by participant observation, interviews applied to teachers and opinions collected through focus groups in which students from the participating institutions participated and from the quantitative paradigm in the analysis of tests to assess mathematical thinking. Conclusions: The experience made it possible to visualize the commitment with which students approach the proposed activities and the generation of a classroom environment with the implementation of cooperative learning that favors the relationship between teachers and students, generating work alternatives in search of achieving significant learning of mathematics. The work through problem-based learning and cooperative learning allowed to motivate students in the development of the process of constructing their own knowledge through work in cooperative teams in which they determine roles according to their abilities and actively participate in the construction of collective knowledge. The study determined that pedagogical practices developed by teachers that involve innovation and creativity in students, that promote cooperative work, and that relate mathematics to other disciplines that are in some way attractive to students, lead to the creation of meaningful mathematics learning environments. |
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| ISSN: | 2216-0353 2216-0388 |