Discurso docente desde la metodología de Pólya en la resolución de problemas matemáticos

In educational institutions, the teacher becomes one of the most important figures in the educational system. In the area of mathematics, you must maintain a speech that motivates the student to understand, pose and solve mathematical problems. According to the Synthetic Index of Educational Quality –ISCE, there is poor performance in problem-solving competence in the Mixed Third School I.E.D at the elementary level. As a result, such research is carried out with the aim of understanding from the teaching discourse and Pólya's methodology his contributions to solving mathematical problems. The methodology is based on a qualitative approach and a critical social paradigm, the techniques are documentary review, semi-structured interview, focus group and discussion group. The results show that the work guides and the pedagogical methodologies do not maintain a unification of criteria. Ultimately, learning is affected by not defining a logical relationship between the parties.

• Autores: Díaz Olmos, Katiuska Laudith; Rodríguez Rayo, Carlos Alberto
• Fecha de publicación: 2021
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/8180
• Acceso en línea: https://hdl.handle.net/11323/8180; https://repositorio.cuc.edu.co/
• Palabra clave: Teaching speech; Mathematics; Pólya methodology; Mathematical problems; Discurso docente; Matemáticas; Metodología de Pólya; Problemas matemáticos
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International