Mediación didáctica de la comprensión lectora para la resolución de problemas matemáticos
Mathematical problems are integrated into the training process with the aim of ensuring that students acquire the necessary skills to address everyday situations that require mathematical approaches; reading comprehension being essential in this process. This research shows the relevance of reading...
- Autores:
-
rizo-ovalles, ismeray
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/12856
- Acceso en línea:
- https://hdl.handle.net/11323/12856
https://repositorio.cuc.edu.co
- Palabra clave:
- Reading comprehension
Mathematical problem solving and teaching strategy
Comprensión lectora
Resolución de problemas matemáticos y estrategia didáctica
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | Mathematical problems are integrated into the training process with the aim of ensuring that students acquire the necessary skills to address everyday situations that require mathematical approaches; reading comprehension being essential in this process. This research shows the relevance of reading comprehension in the development of mathematical skills that allow the resolution of mathematical problems, where the general objective of the study is to design a didactic proposal that, based on reading comprehension strategies, contributes to the development of skills for resolution. of mathematical problems. The research was developed at the Golda Meir District Educational Institution in the city of Barranquilla, Colombia, with third year primary school students, taking as references various studies, theories and research at an international, national and local level. The methodological component was located within the Deductive Rationalist approach framed in the mixed paradigm of qualitative nature and documentary, field, propositional design, in a population of 70 students and four teachers in the area of Spanish Language and Mathematics. The main results show that students present weaknesses in reading comprehension, specifically in the development of skills that allow giving meaning to the text, a certain situation or symbol from its cognitive representation, which are necessary for solving mathematical problems. For this reason, a proposal is generated aimed at strengthening the teaching processes by promoting the understanding and resolution of problem situations through the didactic strategy “If you understand, you solve”, supported by reading comprehension strategies. |
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