Efecto de la metodología Singapur en el desarrollo de la competencia comunicación en el área de matemática para estudiantes de grado sexto
The present work establishes the effect of the Singapore Methodology for the strengthening of mathematical communication competence, in relation to the variational thinking in sixth grade students of the IED Lestonnac of Barranquilla. The methodology was framed in a quantitative approach of a quasi-...
- Autores:
-
Vargas Acosta, Liliana Mercedes
Sotillo Fajardo, Elkye Xiomara
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5538
- Acceso en línea:
- https://hdl.handle.net/11323/5538
https://repositorio.cuc.edu.co/
- Palabra clave:
- Singapore methodology
Competence
Mathematical communication
Variational thinking
Metodología Singapur
Competencia
Comunicación matemática
Pensamiento variacional
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The present work establishes the effect of the Singapore Methodology for the strengthening of mathematical communication competence, in relation to the variational thinking in sixth grade students of the IED Lestonnac of Barranquilla. The methodology was framed in a quantitative approach of a quasi-experimental type, applied to a population of 73 students; in which a control group and an experimental group were established, which in the intervention phase, the Singapore methodology was implemented, with its strategy of concrete, pictorial and abstract. The results allowed us to rule out the null hypothesis. From the conclusions, it is highlighted that the average in the test that measures the development of communication competence in the area of mathematics for the students of the experimental group where classes with the Singapore methodology were developed is higher than the average in the test that measures the development of communication competence in the area of mathematics for students of the control group where mathematics classes are developed in a traditional way; since in this methodology the environment is created to achieve abstract thinking, so necessary for the development of variational thinking, identifying with theorists such as Bruner, Dienes and Skemp. |
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