Material didáctico para el aprendizaje de factorización

Didactic materials can be highly beneficial for the teaching and learning of factorization, provided they possess characteristics that address students’ needs. Therefore, the objective of the present study was to determine the features of didactic materials suitable for a didactic proposal for learning factorization in Upper Basic General Education at Unidad Educativa Cristiana Nazareno. This was achieved by identifying and characterizing the various didactic materials used for learning factorization, and by analyzing the difficulties associated with their use. The study employed a quantitative, descriptive, non-experimental design; it was conducted in the field and was cross-sectional. The population consisted of students from Upper Basic General Education, with a sample of 32 ninth-grade students and 38 tenth-grade students from "A" section. The results indicated that students predominantly use printed and visual didactic materials to learn factorization, as they perceive them as useful for grasping theoretical content and problem-solving. However, concerning motivational aspects and teamwork, these materials do not fully serve their intended purpose. Furthermore, students sometimes find them confusing and irrelevant to factorization. In conclusion, didactic materials that comprise a didactic proposal should be varied and motivating, reduce anxiety toward mathematics by fostering a positive attitude toward learning, and be visually appealing, containing clear, organized information that captures attention and facilitates both theoretical and practical understanding.

• Main Author: Paguay Centeno, Kevin Joel (author)
• Format: bachelorThesis
• Language: spa
• Published: 2025
• Subjects: APRENDIZAJE; DIDÁCTICA; FACTORIZACIÓN; MATEMÁTICAS
• Online Access: http://dspace.unach.edu.ec/handle/51000/16175