Estrategias metodológicas cognitivas en el proceso pedagógico para el desarrollo de aprendizajes significativos del área de matemática de los estudiantes del octavo año de Educación General Básica del Centro de Formación Artesanal "23 De Abril" de la parroquia Chaves, cantón Guaranda, provincia Bolívar durante el año lectivo 2010 - 2011
The use of strategies allows one better methodology, considered as forms to respond to a certain situation within a conceptual structure. Since the mathematical knowledge is dynamic, to speak of strategies implies to be creative to choose between several routes most suitable or to invent other new o...
保存先:
| 第一著者: | |
|---|---|
| その他の著者: | |
| フォーマット: | bachelorThesis |
| 言語: | spa |
| 出版事項: |
2011
|
| 主題: | |
| オンライン･アクセス: | http://dspace.ueb.edu.ec/handle/123456789/1075 |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|
タグ追加 | 要約: | The use of strategies allows one better methodology, considered as forms to respond to a certain situation within a conceptual structure. Since the mathematical knowledge is dynamic, to speak of strategies implies to be creative to choose between several routes most suitable or to invent other new ones to respond to a situation. The use of a strategy implies the dominion of the conceptual structure, as well as great doses of creativity and imagination, that allow to discover new relations or new senses in relations already known. Between the strategies more used by the students in the basic education they are the estimation, the approach, the elaboration of models, the construction of tables, the search of patterns and regularities, the simplification of difficult tasks, the verification and the establishment of conjectures. Methodologic strategies c onstituyen the sequence of activities or procedures that were carried out to go to the development of skills. These must be raised to motivate constantly to the student to the construction of the meaning, after raising significant situations. They must respond to such secuenciación that does not break the didactic process and responds to a education-learning method that has been chosen. The cognitivos processes are Joint of interiorizadas, organized actions and coordinated, by which the information coming from the internal and external sources of stimulation is elaborated LS you study methods are a series of strategies and techniques that lead to a better study, to include/understand and to remember better all the matter. They are steps, stages that follow an order logical and that they allow us to learn more, to learn a most important and better memory. Still recognizing the great existing diversity at the time of categorizar the learning strategies, usually there are certain coincidences between some authors in establishing three great classes of strategies: the cognitivas strategies, the metacognitivas strategies, and the strategies of handling of resources Metacognitivas Strategies. They are a set of strategies that allow the knowledge of the mental processes, as well as the control and regulation of such with the objective obtaining certain goals of learning Methods for the area of mathematical: inductive, deductive, analytical, synthetic, heuristic, active, differentiated. By significant learning the one is understood that takes place when the educational one binds the new information with which already it has, readjusting and reconstructing both information in this process. In other words, the structure of the previous knowledge conditions the new knowledge and experiences, and these, as well, modify and reconstruct those. The significant learning deals with the assimilation and accomodation of the concepts. One is a process of joint and integration of meaning. By virtue of the propagation of the activation to other concepts of the hierarchic structure or conceptual network, this can be modified in some degree, generally in sense of expansion, readjusts or cognitiva reconstruction, constituting an enrichment of the structure of knowledge of the learning. To learn is the process of meaning attribution, is to construct to a mental representation of an object or content, that is to say, the subject constructs meaning and the knowledge by means of a true process of elaboration, in which it selects, organizes information establishing relations among them. In this process pertinent the previous knowledge whereupon the subject initiate the learning occupies a privileged place since it is the base to obtain significant learnings. The present work is conformed in his first part by the subject, antecedents, problem, justification, objectives, hypothesis and operacionalización of the variables. In the first chapter everything is detailed what corresponds to the scientific theoretical – fundamentación of the investigation; as well as the legal frame, conceptual theory and referential theory. On the other hand, the chapter second contains the methodology used for the investigation. For the third chapter it is the analysis of the results, the verification of the hypothesis, conclusions and recommendations. Finally in the fourth chapter we have the proposal, with its title, introduction, objectives, development of the proposal, impact of the proposal and the operative plan, to culminate with the bibliography and the annexes. We aspired to that this work, it is constituted in source of intelligence and it consults for the companions of Sciences of the Education, as well as for the educational ones of the Basic Education, because one contributes with clear references about methods and techniques that can be used in education – learning of the mathematical one. |
|---|