El aprendizaje significativo de los números enteros mediante la resolución de problemas utilizando herramientas tecnológicas
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2023-03
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
El objetivo de esta investigación se centró en analizar la incidencia de la resolución de problemas utilizando herramientas tecnológicas en el aprendizaje significativo de los números enteros, en los estudiantes de octavo año de educación básica la Unidad Educativa Diez de Enero. Se observó que los números negativos presentan dificultades importantes cuando se enseñan a los alumnos, debido a que el mayor inconveniente al momento del aprendizaje de estos números viene dado por las limitaciones para proporcionar significado a la idea de magnitud negativa. Se aplicó un estudio Hipotético - deductivo, cuantitativo, de campo, descriptivo, correlacional, bibliográfico, experimental, en el cual se dividió la muestra en un grupo de control y experimental. Al primero no se les otorgó la guía de resolución de problemas de números enteros mientras que al segundo se les facilitó esta herramienta tecnológica, luego se aplicó un test de entrada y salida a los dos grupos para la recolección de datos y el respetivo análisis al comparar los resultados. Al final se pudo evidenciar el aprendizaje significativo em el grupo experimental al obtener un mejor promedio de los test aplicados y según los criterios del sistema Alpha de Cronbach se obtuvo como resultado 0,6228 lo que en base a los indicadores posee un nivel de confiabilidad aceptable.
The objective of this research was focused on analyzing the incidence of problem solving using technological tools in the significant learning of integers in eighth grade students of the Diez de Enero Educational Unit. It was observed that negative numbers present important difficulties when they are taught to students, due to the fact that the greatest inconvenience at the time of learning these numbers is given by the limitations to provide meaning to the idea of negative magnitude. A hypothetical-deductive, quantitative, field, descriptive, correlational, bibliographic, experimental study was applied, in which the sample was divided into a control and an experimental group. The first group was not given the integer problem solving guide while the second group was provided with this technological tool, then an entry and exit test was applied to both groups for data collection and the respective analysis when comparing the results. In the end, significant learning was evidenced in the experimental group by obtaining a better average of the applied tests and according to the criteria of Cronbach's Alpha system, the result was 0.6228, which, based on the indicators, has an acceptable level of reliability.
The objective of this research was focused on analyzing the incidence of problem solving using technological tools in the significant learning of integers in eighth grade students of the Diez de Enero Educational Unit. It was observed that negative numbers present important difficulties when they are taught to students, due to the fact that the greatest inconvenience at the time of learning these numbers is given by the limitations to provide meaning to the idea of negative magnitude. A hypothetical-deductive, quantitative, field, descriptive, correlational, bibliographic, experimental study was applied, in which the sample was divided into a control and an experimental group. The first group was not given the integer problem solving guide while the second group was provided with this technological tool, then an entry and exit test was applied to both groups for data collection and the respective analysis when comparing the results. In the end, significant learning was evidenced in the experimental group by obtaining a better average of the applied tests and according to the criteria of Cronbach's Alpha system, the result was 0.6228, which, based on the indicators, has an acceptable level of reliability.
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APRENDIZAJE SIGNIFICATIVO, RESOLUCIÓN DE PROBLEMAS, NÚMEROS ENTEROS
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