Técnicas interactivas para el aprendizaje significativo en matemática.
No hay miniatura disponible
Archivos
Fecha
2019
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Guayaquil, Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
La investigación comprende una de las problemáticas que presentan los estudiantes de la Educación General Básica Ecuatoriana con relación al aprendizaje significativo en la asignatura de matemática. El contexto donde se desenvuelve, es en la Unidad Educativa Fiscal Vicente Rocafuerte, donde, expresan su escaso interés y limitada motivación por la asignatura. Se establece como objetivo determinar cómo las técnicas interactivas contribuyen en el desarrollo del aprendizaje significativo en los educandos. El estudio tiene un enfoque mixto, empleándose métodos teóricos como el inductivo-deductivo, utilizándose además encuestas y entrevistas. Se evidencio que los estudiantes de noveno año de Educación General Básica de la sección vespertina, tienen escasos niveles de aprendizaje significativo en Matemática. Se propuso una aplicación móvil en realidad aumentada para el aprendizaje significativo en los estudiantes de noveno año. Como conclusión se indica que las técnicas interactivas son de gran ayuda para desarrollar el aprendizaje significativo en los educandos.
The research includes one of the problems presented by the students of the General Education of Ecuador in relation to significant learning in the subject of mathematics. The context in which it operates is in the Vicente Rocafuerte Fiscal Education Unit, where, expressing its limited interest and limited motivation for the subject. The objective is to determine how interactive techniques contribute to the development of meaningful learning in students. The study has a mixed approach, using theoretical methods such as inductive-deductive, and surveys and interviews are also used. It was evidenced that the ninth grade students of Basic General Education of the afternoon section, have low levels of significant learning in Mathematics. Augmented reality mobile application was proposed for meaningful learning in ninth grade students. In conclusion, it is indicated that interactive techniques are of great help to develop meaningful learning in learners.
The research includes one of the problems presented by the students of the General Education of Ecuador in relation to significant learning in the subject of mathematics. The context in which it operates is in the Vicente Rocafuerte Fiscal Education Unit, where, expressing its limited interest and limited motivation for the subject. The objective is to determine how interactive techniques contribute to the development of meaningful learning in students. The study has a mixed approach, using theoretical methods such as inductive-deductive, and surveys and interviews are also used. It was evidenced that the ninth grade students of Basic General Education of the afternoon section, have low levels of significant learning in Mathematics. Augmented reality mobile application was proposed for meaningful learning in ninth grade students. In conclusion, it is indicated that interactive techniques are of great help to develop meaningful learning in learners.
Descripción
PDF
Palabras clave
TÉCNICAS INTERACTIVAS, APRENDIZAJE SIGNIFICATIVO, APLICACIÓN MÓVIL EN REALIDAD AUMENTADA
Citación
APA