El proceso de enseñanza aprendizaje en el desarrollo del pensamiento lógico matemático en la asignatura de matemáticas en los estudiantes de décimo año de egb de la unidad educativa del milenio Bernardo Valdivieso, sección vespertina de la ciudad de Loja, año 2019
This research work refers to the teaching-learning process in the development of mathematical logical thinking in the subject of mathematics in the tenth year students of EGB of the Bernardo Valdivieso Millennium Education Unit, evening section of the city of Loja, year 2019. It was developed under...
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| Format: | bachelorThesis |
| Sprog: | spa |
| Udgivet: |
2020
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| Online adgang: | http://dspace.unl.edu.ec/jspui/handle/123456789/23216 |
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Tilføj Tag | Summary: | This research work refers to the teaching-learning process in the development of mathematical logical thinking in the subject of mathematics in the tenth year students of EGB of the Bernardo Valdivieso Millennium Education Unit, evening section of the city of Loja, year 2019. It was developed under the following general objective: to investigate how the teaching-learning process in the subject of mathematics, allows the development of mathematical logical thinking in the students of the 10th year of EGB, of the Bernardo Valdivieso Millennium Education Unit, evening section, of the city of Loja, year 2019. In addition, it has as specific objectives: to determine the teaching process used by the teacher for the development of mathematical logical thinking and analyze the level of development of mathematical logical thinking through the teaching-learning process. For the fulfillment of the objectives, the technique of structured observation and evaluation is used through questionnaires, before and after the intervention of the researcher. In this intervention, a series of techniques and guidelines are given to the teacher, in which a teaching-learning process based on the constructivist model is detailed, which allows the development of mathematical logical thinking. In the observation made before the intervention, it is determined that the teaching process employed by the math teacher corresponds to a traditional pedagogical model, which does not allow the development of mathematical logical thinking. In addition, after the application of the questionnaires, before and after the intervention, it is determined that there is a significant difference between the results obtained, corresponding to the level of the development of mathematical logical thinking. Therefore, it is concluded that the teaching-learning process used by the teacher does influence the development of mathematical logical thinking and that is why a process focused on constructivism must be followed, in which the student is the main actor. |
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