Influencia metodológica didáctica del rincón matemático en el aprendizaje de un grupo curso de tercero básico del Colegio San Genaro
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Date
2018
Profesor/a Guía
Facultad/escuela
Idioma
es
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Andrés Bello
Nombre de Curso
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Abstract
En el presente estudio se realiza un análisis respecto a la intervención de una propuesta
metodológica didáctica llamada rincón matemático, este busca determinar la influencia
que tiene esta propuesta en un grupo curso, de tercer año básico del colegio San
Genaro, este se logra por medio de distintos instrumentos tales como: test para conocer
los conocimientos previos por parte de los estudiantes antes de comenzar con la
implementación, retest para observar cambios en la adquisición de conocimientos una
vez finalizada con la misma, y por último aplicada una encuesta de opinión para
determinar la aprobación de la metodología por parte de los estudiantes.
La realización de la propuesta consta de implementar en un espacio delimitado dentro
del aula de clase, designando por el docente, el cual contiene material didáctico
pedagógico, que está construido en base a los contenidos programados por el
establecimiento y el Ministerio de Educación. La metodología se desarrolla por medio
de diecinueve sesiones de trabajo, incluyendo la implementación de los instrumentos.
La propuesta didáctica consta de estrategias tales como juegos y material didáctico y
lúdico, que tienen como propósito que los estudiantes adquieran aprendizajes y
refuercen los contenidos. Este material permite al estudiante aprender de forma
significativa y crear un ambiente propicio para el aprendizaje en el aula.
Se puede señalar que, a pesar de los avances del grupo experimental, no es posible
atribuir estos resultados a la utilización de la propuesta metodológica, debido que al
comparar las medias de ambos grupos obtuvieron puntajes similares.
Sin embargo, se puede atribuir ventajas en la utilización de metodologías dentro del
aula como un apoyo para el docente, el cual genera un ambiente más enriquecido y
distintas estrategias de trabajo, favoreciendo de igual modo dicho proceso.
In the present study, an analysis was made regarding the intervention of a methodological and didactic proposal named the mathematics corner, that tries to determine the influence of this proposal on a third year class group from of primary school called San Genaro. The study made was possible through different instruments, such as a test to measure the knowledge in mathematics, mostly in the topic of numbers and operations, that the students had to go through before the beginning of the implementation; the same test but after the implementation; and a survey to determine the approval and opinions of the students. The realization of the proposal integrates the implementation of a delimited space within the classroom, picked by the teacher, that has didactic teaching material built under the stablished programs of the school and department of education of the government. The methodology was developed through nineteen work sessions, including the implementation of said instruments. The didactic proposal has methodological strategies such as materials used as a game, and its purpose is to be able to bring significant learnings to the students that would allow them to create a correct environment to the classroom. It can be indicated that despite the advances in the experimental group, it is not possible to attribute these results to the use of the methodological proposal, due to the comparison between the means of both groups obtained similar scores. However, advantages can be attributed to the use of methodologies within the classroom as a support for the teacher, which generates a more enriched environment and different work strategies, favoring this process in the same way.
In the present study, an analysis was made regarding the intervention of a methodological and didactic proposal named the mathematics corner, that tries to determine the influence of this proposal on a third year class group from of primary school called San Genaro. The study made was possible through different instruments, such as a test to measure the knowledge in mathematics, mostly in the topic of numbers and operations, that the students had to go through before the beginning of the implementation; the same test but after the implementation; and a survey to determine the approval and opinions of the students. The realization of the proposal integrates the implementation of a delimited space within the classroom, picked by the teacher, that has didactic teaching material built under the stablished programs of the school and department of education of the government. The methodology was developed through nineteen work sessions, including the implementation of said instruments. The didactic proposal has methodological strategies such as materials used as a game, and its purpose is to be able to bring significant learnings to the students that would allow them to create a correct environment to the classroom. It can be indicated that despite the advances in the experimental group, it is not possible to attribute these results to the use of the methodological proposal, due to the comparison between the means of both groups obtained similar scores. However, advantages can be attributed to the use of methodologies within the classroom as a support for the teacher, which generates a more enriched environment and different work strategies, favoring this process in the same way.
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Tesis (Profesor de Educación General Básica)
Keywords
Matemáticas, Enseñanza Básica, Metodología