Estrategias metodológicas en la enseñanza de las matemáticas para desarrollar destrezas con criterio de desempeño, en los estudiantes de 8º a 10º año de educación general básica, en la unidad educativa intercultural bilingüe “ABC” de la parroquia de Tenta, cantón Saraguro, provincia de Loja, año lectivo 2011-2012. Lineamientos alternativos

The overall objective of this research is: determine the way the methodological strategies used by teachers in the teaching of mathematics develop skills with performance criteria 8th- to 10th Year of Basic General Education in Intercultural Education Unit Bilingual "ABC", the specific objectives are to explain how the approaches in the teaching of mathematics develop skills for understanding concepts and methodological strategies to identify what and how teachers use mathematics to develop skills for understanding processes; also set the level of achievement of skills with performance criteria with the students based on the approaches applied by the teachers; finally, develop alternative guidelines for the implementation of methodological strategies in math classes and improve skills development with performance criteria, students in 8th to 10th year of EGB. To achieve these objectives a questionnaire was applied to two authorities, three teachers of mathematics; and ninety-two students from eighth to tenth year of basic general education. An interview with the authorities and teachers for a deeper analysis of selected variables in the study was also conducted. It was determined that the / teaching math Intercultural Bilingual Education Unit "ABC", do not plan classes with developmentally appropriate skills with performance criteria methodological strategies. Usually the teachers said the strategies they used are: questions, conceptual map and spontaneous observation, the application of specific rules, exercises individually, group and on the board, plus extraclase exercises. Activities that are routine and focus mainly on the transmission of knowledge; not use ICT as a teaching resource for the teaching and for learning assessment. Consequently, performance or achievements of the teaching-learning process are not satisfactory since a limited skill development planned evidence. So we conclude that mathematics teachers have little knowledge about developmentally appropriate skills with performance criteria and what methodological strategies pursued to achieve; and that the authorities of the educational institution does not perform monitoring or monitoring the implementation of Curriculum Reform. Against this alternative proposal is established by the socialization of appropriate techniques and contextualized, math teachers and authorities of the Intercultural Bilingual Education Unit "ABC" to improve the teaching-learning process and optimize the development of skills with criteria student performance in eighth, ninth and tenth year of basic general education.

• Hlavní autor: Rivera Bustamante, Blanca Romelia (author)
• Médium: masterThesis
• Jazyk: spa
• Vydáno: 2015
• Témata: MATEMÁTICA; TIC; ENSEÑANZA-APRENDIZAJE; REFORMA CURRICULAR
• On-line přístup: http://dspace.unl.edu.ec/jspui/handle/123456789/21226