Uso de estrategias didácticas en la enseñanza de las matemáticas

• Pineda-Isaza, Walter Byron ^[1] ; Hernández-Suárez, Cesar Augusto ; Prada-Núñez, Raúl ^[1]
  1. [1] Universidad Francisco de Paula Santander

     Universidad Francisco de Paula Santander

     Colombia

     
• Localización: Mundo FESC, ISSN-e 2216-0388, ISSN 2216-0353, Vol. 10, Nº. 20, 2020, págs. 74-86
• Idioma: español
• Títulos paralelos:
  • Use of didactic strategies in the teaching of mathematics
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El propósito principal de la investigación consistió en describir las estrategias didácticas conocidas y usadas por parte los docentes de un programa académico de formación de Licenciados en Matemática en una universidad pública de Colombia. La metodología empleada es cuantitativa, a nivel descriptivo, con diseño de trabajo de campo. La población la conforman todos los docentes que laboran en este programa académico y la muestra fue seleccionada mediante la técnica de muestreo no probabilístico intencional con tamaño de 20 docentes. La recolección de la información se hizo a través de la aplicación de dos cuestionarios, los cuales fueron validados por juicio de expertos y mediante técnicas estadísticas. Los hallazgos encontrados no arrojan información suficiente acerca del grado de dominio que el docente tiene de las estrategias generales para la enseñanza de las Matemáticas. De allí que se requiera indagar si el manejo que hace el docente de esas estrategias se adecua a las necesidades e intereses de los estudiantes.

  • English

    The article focuses on teacher competences and their influence on the training of future graduates. The objective of the article was to describe the didactic strategies known and used by the teachers of a Bachelor of Mathematics program. They sought to answer questions such as what is being done in the classroom? And what support resources are used to increase the number of students who dislike mathematics? The answers will allow us to know if we are thinking about an educational process focused on the learner, or if the pedagogical activity revolves around the content and who is teaching it; hence, it is of interest to inquire about the way in which it is taught, particularly, about the strategies that mathematics teachers know and use. A quantitative methodological approach was adopted, at a descriptive level, with a design of field work since a characterization of the work carried out in the classroom is presented. The population is made up of teachers from the academic program and non-probability sampling is used under the intentional sampling technique since those subjects that have presented higher rates of academic difficulty have been selected to form a group of 20 teachers. The information was collected with two questionnaires, one for knowledge and the other for the use of strategies for teaching mathematics, which were validated by expert judgment and statistical reliability techniques. The findings found do not provide sufficient information about the degree of mastery that the teacher has of the strategies for teaching mathematics. Hence, it is required to investigate whether the teacher's management of these strategies is appropriate to the needs and interests of the students.