Situaciones problema para un aprendizaje significativo de las ecuaciones lineales con una incógnita
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Hernández Escobar, Luz Andrea
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Este trabajo está basado en las situaciones problema para la enseñanza de las ecuaciones lineales con una incógnita, fundamentada en los principios de la teoría del aprendizaje significativo crítico, fue desarrollada desde la investigación cualitativa enfocada en la investigación acción educativa que “interpreta lo que ocurre desde el punto de vista de quienes actúan e interactúan en la situación problema,”. (Bausela H, 2004, pág. 1), que es el tipo de investigación más utilizada en educación. La propuesta se desarrolló en la Institución Educativa Camilo Mora Carrasquilla, ubicada en la ciudad de Medellín con 39 estudiantes de grado séptimo, buscando que estudiantes y maestros tomen conciencia del proceso de enseñanza – aprendizaje por medio de la resolución y planteamiento de situaciones problemas, logrando en los estudiantes el desarrollo de competencias de argumentación, interpretación y el trabajo colaborativo, además de la escucha y el respeto por la opinión de su compañero.
Abstract: This work is based on the problema-solving exercises for the linear equations with an incognita teaching, which is fundamented in the principles of the theory of the critical meaningful learning. This theory was developed based on qualitative research focused on educational action research that interpretes what occurs from the point of view of the ones who interact in the problem solving (Bausela H, 2004, p. 1), that is the most common research used in education. The proposal was developed in the I.E Camilo Mora Carrasquilla, located in the city of Medellín with 39 students who are in seventh grade. This work intended that students and teachers get conscious of the teaching-learning process and start implementing problem-solving exercises and through that students develop competences like argument, interpretation as well as cooperative work, listening and respect for others’ opinions.
Abstract: This work is based on the problema-solving exercises for the linear equations with an incognita teaching, which is fundamented in the principles of the theory of the critical meaningful learning. This theory was developed based on qualitative research focused on educational action research that interpretes what occurs from the point of view of the ones who interact in the problem solving (Bausela H, 2004, p. 1), that is the most common research used in education. The proposal was developed in the I.E Camilo Mora Carrasquilla, located in the city of Medellín with 39 students who are in seventh grade. This work intended that students and teachers get conscious of the teaching-learning process and start implementing problem-solving exercises and through that students develop competences like argument, interpretation as well as cooperative work, listening and respect for others’ opinions.