Bibliographic citations
Espinoza, A., (2024). Aprendizaje basado en problemas como estrategia para mejorar la tercera competencia del área de matemática de una institución educativa, 2023 [Universidad Nacional de Trujillo]. https://hdl.handle.net/20.500.14414/22626
Espinoza, A., Aprendizaje basado en problemas como estrategia para mejorar la tercera competencia del área de matemática de una institución educativa, 2023 []. PE: Universidad Nacional de Trujillo; 2024. https://hdl.handle.net/20.500.14414/22626
@misc{renati/1044591,
title = "Aprendizaje basado en problemas como estrategia para mejorar la tercera competencia del área de matemática de una institución educativa, 2023",
author = "Espinoza Morales, Albina Eduvina",
publisher = "Universidad Nacional de Trujillo",
year = "2024"
}
The present work of professional assessment had the objective of improving the third competence of the area of mathematics: Solving problems of form, movement and location, through the learning strategy based on problems and group strategies in students of fifth grade of secondary school of an educational institution. Therefore, the phases of this strategy were taken into account, such as: Activation of prior knowledge and design of the work plan, Exploration of learning resources, Sharing of the information collected and transfer and evaluation, allowing students to develop skills to analyze, decompose and solve mathematical problems by providing a practical, contextualized and collaborative approach to learning making the student see the value and usefulness of mathematics in his daily life. The pedagogical current that supports the work is constructivist, in which the theories of Piaget (cognitivist), Freire (liberating education), Vygostky (social learning), Polya (heuristic method), Freudenthal (Theory of Mathematical Reality) stand out, establishing a relationship between the leading role to be assumed by the student in problem solving and the contextualization of such knowledge in his daily life. Hence, it was concluded that the problem-based learning strategy contributes to the improvement of the third competence in the area of mathematics, since the students worked in teams giving rise to the exchange of ideas, discussion and joint problem solving with the support of the teacher who assumes the role of learning facilitator allowing them to mobilize their previous knowledge and construct new knowledge that is applied to situations in their own environment.
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