Estrategias Didácticas para la Enseñanza -Aprendizaje de la Matemática en el subnivel elemental de la Escuela de Educación Básica Juan Manuel Lasso.
The research is aimed at solving the following scientific problem: How to improve the teaching and learning of Mathematics at the elementary sublevel in Basic Education at the "Juan Manuel Lasso" school? and the general objective is: To apply didactic strategies for the Teaching-Learning o...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad Técnica de Cotopaxi |
| Repositorio: | Repositorio Universidad Técnica de Cotopaxi |
| Idioma: | español |
| OAI Identifier: | oai:oai:repositorio.utc.edu.ec:27000:27000/8920 |
| Acceso en línea: | http://repositorio.utc.edu.ec/handle/27000/8920 |
| Access Level: | acceso abierto |
| Palabra clave: | ENSEÑANZA APRENDIZAJE MATEMÁTICA ESTRATEGIAS DIDÁCTICAS LÚDICAS EDUCACIÓN BÁSICA |
| Sumario: | The research is aimed at solving the following scientific problem: How to improve the teaching and learning of Mathematics at the elementary sublevel in Basic Education at the "Juan Manuel Lasso" school? and the general objective is: To apply didactic strategies for the Teaching-Learning of Mathematics…”, a mixed approach and an applied type of research are used. From this methodological reference, the inductive-deductive method, interview techniques, observation and survey are used; percentage calculation and descriptive statistics are used for tabulation, analysis and interpretation of data and specialist criteria and partial incursion to validate the proposed strategies; arriving at the following conclusions: The determination of the epistemological foundations of the teaching-learning process of Mathematics and the didactic strategies served as a guideline for carrying out the diagnosis and the selection of strategies; the teaching-learning process of Mathematics in the elementary sublevel in Basic Education of the Juan Manuel Lasso school was diagnosed, the results of which served to justify the proposal; The ludic didactic strategies were selected to improve the teaching-learning process of Mathematics, which were configured in a proposal of didactic and methodological value, whose validation and application demonstrated its feasibility and viability while significant preliminary results were achieved in the learning of Mathematics. geometric figures by students. |
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