Bibliographic citations
Rojas, D., (2018). Gestión curricular de los aprendizajes de la resolución de problemas de cantidad en docentes de la Institución Educativa Nº 32024 de Chullqui de Huánuco [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/2148
Rojas, D., Gestión curricular de los aprendizajes de la resolución de problemas de cantidad en docentes de la Institución Educativa Nº 32024 de Chullqui de Huánuco [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/2148
@misc{renati/801930,
title = "Gestión curricular de los aprendizajes de la resolución de problemas de cantidad en docentes de la Institución Educativa Nº 32024 de Chullqui de Huánuco",
author = "Rojas Serna, Doris Consuelo",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The action plan entitled: Curricular management of the learning of the resolution of quantity problems in teachers of the Educational Institution Nº 32024 of Chullqui de Huánuco, has the purpose of analyzing the causes that originate the deficient application of the didactic strategies in the area of math. To solve the problem, the general objective was established: To improve the curricular management of the learning of the resolution of quantity problems in teachers of the Educational Institution, the population involved are 3 teachers, 42 students of the primary level and the manager. The research design is participatory action research. The instrument used to obtain data is the in-depth interview guide and the accompanying observation sheets of the pedagogical practice in the classroom, through which the problem in curricular management was diagnosed. As a result of the work, it is to strengthen teachers for adequate planning and development of didactic strategies for learning sessions, optimize pedagogical support and promote the proper use of educational resources and materials in the area of mathematics through inter-learning meetings. . With the application of the action plan, it is determined that 90% of the teachers meet the proposed goal. The identified problem will be solved by strengthening the capacities of teachers on the proper application of didactic strategies in solving quantity problems in the area of mathematics and the pedagogical accompaniment of teaching practice in the classroom.
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