Aplicación de la estrategia de estados mediante la ingeniería didáctica
The present study aimed to analyze the effectiveness of the States Strategy through the History of Mathematics (EEHM) in first-year university students. The research employed a pre-experimental design with a single group and the application of pretest and posttest instruments, which allowed for the...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Perú |
| Institución: | Universidad Marcelino Champagnat |
| Repositorio: | Revista educa UMCH |
| Idioma: | español |
| OAI Identifier: | oai:revistas.umch.edu.pe:article/390 |
| Acceso en línea: | https://revistas.umch.edu.pe/index.php/EducaUMCH/article/view/390 |
| Access Level: | acceso abierto |
| Palabra clave: | history math strategies class session historia matemática estrategias sesión de clase |
| Sumario: | The present study aimed to analyze the effectiveness of the States Strategy through the History of Mathematics (EEHM) in first-year university students. The research employed a pre-experimental design with a single group and the application of pretest and posttest instruments, which allowed for the assessment of changes produced after the implementation of the strategy. The sample consisted of 23 participants, selected from introductory mathematics courses. A structured questionnaire was used as the research instrument, designed to collect information on various aspects of mathematical learning and students’ perceptions regarding the implementation of the EEHM. The results indicated that the application of this strategy fostered more meaningful and effective learning, as evidenced by greater conceptual understanding, improved problem-solving skills, and a more active and participatory attitude during the sessions. In summary, it is concluded that the EEHM contributes to the development of logical reasoning, critical reflection, and motivation toward mathematics, strengthening a positive disposition toward learning and problem-solving both inside and outside the classroom. |
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