Resolución de problemas matemáticos en el contexto de la escuela.
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Date
2023-12-23
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Abstract
La resolución de problemas se ha convertido en el eje principal del proceso de enseñanza aprendizaje de la matemática, como un mecanismo, forma, estrategia para el aprendizaje del área de matemática en cualquier nivel educativo del país. Es un elemento indispensable para el desarrollo del pensamiento lógico matemático y también un mecanismo muy importante en acercar la escuela a la realidad, al contexto, a la vida cotidiana y hacer de la matemática un área útil en el proceso formativo de los estudiantes. El estudio tuvo el propósito de brindar elementos teóricos, que sirva como material de consulta tanto para docentes, para quienes investigan respecto al tema, para quienes se interesan por la resolución de problemas; la investigación es de tipo bibliográfico, monográfico. Para recoger la información que tiene el presente trabajo de investigación, se seleccionaron diferentes fuentes de información como libros, revistas, artículos, tanto físicos como digitales, asimismo se recurrió a observaciones, experiencia profesional de los investigadores. Los resultados evidencian que los docentes están utilizando estrategias didácticas que no favorecen el aprendizaje activo de los estudiantes. Se concluye que existen tipos de comprensiones en cuanto a la resolución de problemas, una de ellas es la que considera como medio para desarrollar la capacidad creativa en el proceso de aprendizaje de la matemática. Así mismo se requiere incorporar elementos importantes como son las estrategias heurísticas, del mismo modo los conocimientos que se requieren, así como también las actitudes y motivaciones para generar disposiciones, además del planteamiento de problemas en relación al contexto.
Problem-solving has become the main axis of the teaching-learning process in mathematics, serving as a mechanism, form, and strategy for learning mathematics at any educational level in the country. It is an essential element for the development of mathematical logical thinking and also a very important mechanism for connecting school to reality, context, everyday life, and making mathematics a useful area in the formative process of students. The study aimed to provide theoretical elements that serve as reference material for teachers, researchers on the subject, and those interested in problem-solving. The research is of a bibliographic and monographic nature. To gather the information present in this research work, different sources of information were selected, including books, journals, articles, both physical and digital. Observations and the professional experience of the researchers were also used. The results show that teachers are using didactic strategies that do not favor the active learning of students. It is concluded that there are different understandings regarding problem-solving; one of them considers it as a means to develop creative capacity in the mathematics learning process. Thus, it is necessary to incorporate important elements such as heuristic strategies, required knowledge, as well as attitudes and motivations to generate predispositions, in addition to presenting problems related to the context.
Problem-solving has become the main axis of the teaching-learning process in mathematics, serving as a mechanism, form, and strategy for learning mathematics at any educational level in the country. It is an essential element for the development of mathematical logical thinking and also a very important mechanism for connecting school to reality, context, everyday life, and making mathematics a useful area in the formative process of students. The study aimed to provide theoretical elements that serve as reference material for teachers, researchers on the subject, and those interested in problem-solving. The research is of a bibliographic and monographic nature. To gather the information present in this research work, different sources of information were selected, including books, journals, articles, both physical and digital. Observations and the professional experience of the researchers were also used. The results show that teachers are using didactic strategies that do not favor the active learning of students. It is concluded that there are different understandings regarding problem-solving; one of them considers it as a means to develop creative capacity in the mathematics learning process. Thus, it is necessary to incorporate important elements such as heuristic strategies, required knowledge, as well as attitudes and motivations to generate predispositions, in addition to presenting problems related to the context.
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Keywords
Resolución de problemas., Problem-solving
