Bibliographic citations
Huamani, A., Huamani, J., Tamayo, L. (2019). Propuesta didáctica para el desarrollo de las competencias matemáticas en los estudiantes de segundo grado de educación primaria de una institución educativa de San Juan de Miraflores. [Trabajo de suficiencia profesional, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/601
Huamani, A., Huamani, J., Tamayo, L. Propuesta didáctica para el desarrollo de las competencias matemáticas en los estudiantes de segundo grado de educación primaria de una institución educativa de San Juan de Miraflores. [Trabajo de suficiencia profesional]. : Universidad Marcelino Champagnat; 2019. https://hdl.handle.net/20.500.14231/601
@misc{renati/240745,
title = "Propuesta didáctica para el desarrollo de las competencias matemáticas en los estudiantes de segundo grado de educación primaria de una institución educativa de San Juan de Miraflores.",
author = "Tamayo Asencios, Luisa Alejandra",
publisher = "Universidad Marcelino Champagnat",
year = "2019"
}
The present work of professional sufficiency presents a didactic proposal for the development of mathematical competences. A competency-based programming was prepared based on the humanist socio-cognitive paradigm that follows model T: set of abilities-skills, values-attitudes, methods and contents, allowing the construction of learning and an integral formation in the students. The present proposal focuses on problem solving through didactic sessions that orient the teacher (learning mediator) to improve his methodology and thus achieve that the student builds his learning and makes it meaningful. It consists of three chapters: the first contains the objectives and the justification. It also includes a diagnosis of the pedagogical and socio-cultural reality and the educational institution, with the objective of planning in response to a specific reality and need, as will be done throughout the professional exercise. The second chapter presents, with relevance and scientific rigor, the main approaches of the most important exponents of socio-cognitive-humanist theories and learning intelligence, thus giving a solid base to what was elaborated in the third chapter. Finally, the third chapter contains the systematic development of curricular programming, from the general to the specific. It includes the competencies, standards and performances given by the Ministry of Education for the area of Mathematics at the primary level for the second grade, which will then be broken down into their constitutive elements and detailed in the different programming documents, such as the skills and abilities panel, the values and attitudes panel, their definitions, cognitive processes, and so on. All this is concretized in the programming of the unit, activities, learning cards and evaluations, which are articulated among themselves, keeping a perfect logic and relationship with the competencies.
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