Estrategia didáctica para el fortalecimiento del cálculo de perímetro, área y volumen mediante el uso de prismas de bases rectangulares bajo el enfoque de enseñanza para la comprensión (EpC) en estudiantes de cuarto de primaria del Colegio de la Compañía de María “La Enseñanza” de Medellín
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Ruiz Soto, Ingrid Saray
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EspañolFecha de publicación
2018
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El diseño de esta estrategia didáctica sistematizada en un proyecto de aula bajo el enfoque de enseñanza para la comprensión (EpC), está dirigido especialmente a estudiantes del grado cuarto de primaria. Se realizó con el fin de fortalecer el cálculo de perímetro, área y volumen mediante el uso de material concreto (plantillas, cubos y prismas de bases rectangulares). Para ello, fue necesario fortalecer el desarrollo del pensamiento espacial y de los sistemas geométricos mediante la geometría activa. Implementar este tipo de estrategias en el aula permite a las estudiantes participar activamente en la construcción del conocimiento, además, de establecer relaciones entre lo aprendido con su contexto.
Abstract: the design of this didactic strategy systematized in a classroom project under the approach of teaching for comprehension (epc according to its initials in spanish), is directed especially to fourth-grade students of primary school. this strategy was carried out in order to strengthen the calculation of perimeter, area and volume using concrete material (templates, cubes and prisms with rectangular bases). to do this, it was necessary to strengthen the development of spatial thinking and geometric systems through active geometry. implementing this type of strategies in the classroom allows the students to actively participate in the construction of knowledge, in addition, establish relationships between what has been learned and its context.
Abstract: the design of this didactic strategy systematized in a classroom project under the approach of teaching for comprehension (epc according to its initials in spanish), is directed especially to fourth-grade students of primary school. this strategy was carried out in order to strengthen the calculation of perimeter, area and volume using concrete material (templates, cubes and prisms with rectangular bases). to do this, it was necessary to strengthen the development of spatial thinking and geometric systems through active geometry. implementing this type of strategies in the classroom allows the students to actively participate in the construction of knowledge, in addition, establish relationships between what has been learned and its context.