Creación de problemas mediante la indagación. Un estudio sobre áreas de regiones poligonales con estudiantes de cuarto grado de educación secundaria
Date
2020-01-27
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Pontificia Universidad Católica del Perú
Abstract
La investigación parte de la premisa que los estudiantes aprenden mucho mejor cuando
asumen el control de sus propios aprendizajes; en este sentido, la indagación debería orientar a
los estudiantes a la búsqueda de soluciones apropiadas, debido a que la utilización del método
socrático permite que el aprendizaje sea mediante la formulación de preguntas e interrogantes,
las cuales permiten la creación de problemas con mayor motivación. Como objetivo principal
tiene el de analizar el aprendizaje basado en la indagación y cómo esta contribuye en la creación
de problemas por variación y elaboración, relacionados con áreas de regiones poligonales, con
estudiantes del curto año de secundaria. La creación de problemas es una actividad pedagógica
que fomenta la creatividad en los estudiantes, y está muy relacionada con la capacidad indagatoria
por parte de los alumnos. Dicha habilidad contribuye al conocimiento matemático, la motivación
por el área y la superación de los errores matemáticos. Los estudiantes que participaron en la
investigación mostraron un potencial indagatorio satisfactorio, pues se formularon conjeturas o
preguntas del tipo fácticas, conceptuales o debatibles, las cuales generaron en el estudiante la
necesidad de ser respondidas. Una de las conclusiones a las que se llega en la presente
investigación es que la indagación realizada por los estudiantes, contribuye de manera adecuada
a la creación de problemas, debido a que los estudiantes son más autónomos en la formulación
de preguntas indagatorias y ello conlleva a generar ideas y tener mayor motivación al momento
de crear los problemas, debido a que responden a sus propias observaciones.
The research starts from the premise that students learn better, when they take control of their own learning, in this sense the inquiry should guide students to search for appropriate solutions, because the use of the Socratic method allows the student to Learning is through the formulation of questions and questions, which allow the creation of problems with greater motivation. The main objective is to analyze learning based on inquiry and how it contributes to the creation of problems by variation and elaboration, related to areas of polygonal regions, with students of the fourth year of secondary school. The creation of problems is a pedagogical activity that encourages creativity in students, accompanied by an adequate inquiry capacity on the part of the students stimulates much better the ability to create problems. This skill increases the mathematical knowledge, the motivation for the area, the overcoming of the mathematical errors. The students who participated in the investigation showed a satisfactory investigative potential, due to conjectures or questions of the factual, conceptual or debatable type, which generated in the student the need to be answered. The conclusions reached by this research is that the inquiry contributes appropriately in the creation of problems, because students are more autonomous in the formulation of questioning questions and this leads to greater motivation when creating problems due to who are responding to their needs.
The research starts from the premise that students learn better, when they take control of their own learning, in this sense the inquiry should guide students to search for appropriate solutions, because the use of the Socratic method allows the student to Learning is through the formulation of questions and questions, which allow the creation of problems with greater motivation. The main objective is to analyze learning based on inquiry and how it contributes to the creation of problems by variation and elaboration, related to areas of polygonal regions, with students of the fourth year of secondary school. The creation of problems is a pedagogical activity that encourages creativity in students, accompanied by an adequate inquiry capacity on the part of the students stimulates much better the ability to create problems. This skill increases the mathematical knowledge, the motivation for the area, the overcoming of the mathematical errors. The students who participated in the investigation showed a satisfactory investigative potential, due to conjectures or questions of the factual, conceptual or debatable type, which generated in the student the need to be answered. The conclusions reached by this research is that the inquiry contributes appropriately in the creation of problems, because students are more autonomous in the formulation of questioning questions and this leads to greater motivation when creating problems due to who are responding to their needs.
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Matemáticas--Estudio y enseñanza (Secundaria), Geometría--Estudio y enseñanza, Aprendizaje (Educación), Educación secundaria--Investigaciones
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