Los proyectos de aula: una reflexión desde la didáctica para motivar la enseñanza-aprendizaje de las matemáticas
The objective of this work was to identify the opportunities and difficulties presented by classroom projects as a didactic alternative for the teaching of mathematics, since within the classroom a range of possibilities arise to turn learning into something enjoyable, Flexible, innovative, and at t...
| Autor Principal: | Morales Bautista, Brahyan David |
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| Otros Autores: | Velez Mosquera, Heberth Julian |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura-Cali
2018
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/5490 |
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| Sumario: |
The objective of this work was to identify the opportunities and difficulties presented by classroom projects as a didactic alternative for the teaching of mathematics, since within the classroom a range of possibilities arise to turn learning into something enjoyable, Flexible, innovative, and at the same time useful. To develop this work, a meeting was held with the fourth grade students, so that they could make proposals about classroom projects that could be carried out. Taking into account the time they had to develop them, the current topics, the number of students, the interest and motivation of them, it was decided to implement the budget projects, the family basket, including the development of a menu and the Project of the orchard, as presented in this work. In addition, an interview was made to 3 teachers of the Educational Institution, to know their perceptions about classroom projects and to take into account their recommendations. The research was qualitative, involving the teacher of the area of mathematics 4th grade, 3 teachers of different subjects and 40 students of the 4th grade of Primary. The proposed activities were carried out in the respective hours of the mathematics subject. The main achievements were related to the significant learning that was promoted in the students, because they were very participative since the beginning of the activities, they contributed ideas, they carried out all the proposed actions and they learned to elaborate a familiar budget, within the Which was given the opportunity to devise strategies to save, as some observed 10 that the income in the house were insufficient for other expenses or investments such as vacations, purchase of technology, etc. On the other hand, they also committed themselves to the outing on the farm that began in a school space, giving importance to the need to sow to harvest some products of the family basket, which was also the subject of classroom project, labor In which they learned to calculate the ingredients for a given menu and to project from there more ingredients for more people. Finally, it was concluded that the classroom projects are a didactic alternative with many possibilities in the classes, in this case mathematics, mainly due to its execution, the paradigm of the teaching of this subject is changed, in addition to the students find Sense to the use of this in his daily life, not considering it as a matter more, but as a knowledge that will help him solve problems of his environment. |
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