Recursos didácticos ancestrales para la enseñanza - aprendizaje de matemática en preparatoria de la Unidad Educativa del Milenio El Tambo, Catamayo 2024
The teaching of mathematics is vital for the academic and personal development of students. By Integrating ancestral knowledge with this subject, it enriches students’ learning and strengthens their cultural identity and belonging. Incorporating these ancestral resources can make mathematics approac...
Αποθηκεύτηκε σε:
| Κύριος συγγραφέας: | |
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| Μορφή: | masterThesis |
| Γλώσσα: | spa |
| Έκδοση: |
2024
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| Θέματα: | |
| Διαθέσιμο Online: | https://dspace.unl.edu.ec/jspui/handle/123456789/30603 |
| Ετικέτες: |
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Προσθήκη ετικέτας | Περίληψη: | The teaching of mathematics is vital for the academic and personal development of students. By Integrating ancestral knowledge with this subject, it enriches students’ learning and strengthens their cultural identity and belonging. Incorporating these ancestral resources can make mathematics approachable, and also generates interest in the subject among students, allowing them to see the connection between numbers and their cultural environment. The main objective of the study is: to determine the impact of ancestral teaching resources through a teaching proposal, aimed at improving the teaching - learning process of mathematics in the kindergarten level from Unidad Educative del Milenio El Tambo, Catamayo 2024. Also, in order to meet the general objective, the following specific objectives were set: Specific Objective 1, To identify the didactic resources used by the teacher for the teaching-learning of mathematics at the kindergarten sublevel. Specific Objective 2, To develop a didactic proposal based on ancestral didactic resources to encourage students the learning of mathematics. Specific objective 3, To evaluate the didactic proposal based on ancestral didactic resources to encourage students the learning of mathematics. The approach used was mixed, qualitative-quantitative, and the methods were inductive-deductive, analytical, synthetic, statistical and hermeneutical. Some techniques and instruments were used, such as the interview, observation sheet, and survey, enabling the obtention of a better assessment. 25 students from the kindergarten sublevel participated. Finally, it is concluded that ancestral didactic resources contribute significantly to the students’ acquisition of creative and participatory knowledge in a playful or dynamic way; On the other hand, cultural identity was promoted through the application of these resources, since they represent or are part of the history or background of our people. |
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