Modelo basado en evidencias: estrategia para mejorar la práctica docente en el aula de matemáticas para el sexto grado en la institución educativa departamental John F. Kennedy en Fundación Magdalena
Education is a fundamental right in the national territory, endorsed in the Colombian Political Constitution (1991), and therefore the State has as its primary obligation to develop and give the individual an optimal means through education for coexistence in this modern society. The teaching role m...
- Autores:
-
Sánchez C., Carlos Alberto
Nieves R., Ruby Eloisa
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/146
- Acceso en línea:
- https://hdl.handle.net/11323/146
https://repositorio.cuc.edu.co/
- Palabra clave:
- Modelo basado en evidencia
Estrategia didáctica
Práctica docente
Evidence-based model
Didactic strategy
Teaching practice
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | Education is a fundamental right in the national territory, endorsed in the Colombian Political Constitution (1991), and therefore the State has as its primary obligation to develop and give the individual an optimal means through education for coexistence in this modern society. The teaching role motivates them to be active promoters of improvements in education for students. The objective of this research is to understand how to improve the practice in the mathematics classroom for the sixth grade at the John F. Kennedy departmental educational institution in Magdalena Foundation. As a consequence of this objective, the aim is to encourage the teaching colleagues to use didactic strategies that allow the students to develop the critical and cognitive thinking skills necessary for the realities of the environment emphasized in the area of mathematics. The methodology used was focused on the guidelines of the action research under a Socio Critical approach. The results of the research established that the group of teachers received training workshops through small discussion groups, performing a collaborative, participatory and self-evaluative work. Among the conclusions obtained in this research it is emphasized that with this methodology the teaching practice in the area of mathematics can be improved, envisioning a better academic performance among the students of the first year of Secondary School in the area of mathematics. |
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