“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”
The general purpose of the research work was to determine the impact of the use of the "Mangus Classroom" 2.0 Web tool for the strengthening of the problem solving competency type APVS (Arithmetic Problems with Verbal Statement) in students of Elementary school of Barranquilla. It was guid...
- Autores:
-
Polo Pacheco, Henser De Jesús
- 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:11323/5152
- Acceso en línea:
- https://hdl.handle.net/11323/5152
https://repositorio.cuc.edu.co/
- Palabra clave:
- Problemas aritméticos con enunciado verbal
Didáctica
Estrategias didácticas y herramienta Web 2.0 “Mangus Classroom"
Arithmetic problems with verbal statement
Didactic
Didactics estrategys and web 2.0 tool "Mangus Classroom"
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
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dc.title.spa.fl_str_mv |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
title |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
spellingShingle |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” Problemas aritméticos con enunciado verbal Didáctica Estrategias didácticas y herramienta Web 2.0 “Mangus Classroom" Arithmetic problems with verbal statement Didactic Didactics estrategys and web 2.0 tool "Mangus Classroom" |
title_short |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
title_full |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
title_fullStr |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
title_full_unstemmed |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
title_sort |
“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla” |
dc.creator.fl_str_mv |
Polo Pacheco, Henser De Jesús |
dc.contributor.advisor.spa.fl_str_mv |
Zaccaro Ortiz, Zulma |
dc.contributor.author.spa.fl_str_mv |
Polo Pacheco, Henser De Jesús |
dc.subject.spa.fl_str_mv |
Problemas aritméticos con enunciado verbal Didáctica Estrategias didácticas y herramienta Web 2.0 “Mangus Classroom" Arithmetic problems with verbal statement Didactic Didactics estrategys and web 2.0 tool "Mangus Classroom" |
topic |
Problemas aritméticos con enunciado verbal Didáctica Estrategias didácticas y herramienta Web 2.0 “Mangus Classroom" Arithmetic problems with verbal statement Didactic Didactics estrategys and web 2.0 tool "Mangus Classroom" |
description |
The general purpose of the research work was to determine the impact of the use of the "Mangus Classroom" 2.0 Web tool for the strengthening of the problem solving competency type APVS (Arithmetic Problems with Verbal Statement) in students of Elementary school of Barranquilla. It was guided by the theoretical basis of the authors George Pólya (1945), Bermejo (1990), MEN (2016), George Siemens (2004), Schmidt and Weiser (1995), Martínez (1995), Puig and Cerdán (1988), among others. Its methodological orientation was prospective, longitudinal, quasi-experimental, explanatory and with a field modality. The population was represented by 4 ° A and 4 ° B students of IED La Milagrosa, Fe y Alegría and was selected through convenience sampling. A pre-test-post-test type test was used to collect data to determine performance levels before and after applying the Mangus Classroom 2.0 Web tool in the previous groups, specifically in the Experimental A group, formed by the students of 4th A. In turn, a semi-structured interview was conducted, through a questionnaire consisting of 16 open questions in order to know aspects concerning the pedagogical work of the teacher and teaching strategies used when dealing with situations of APVS type. Likewise, a non-systematic observation was carried out, using a checklist to validate in practice what was obtained in the previous instrument. The two previous instruments were validated by three (03) experts, being able to be applied in this process according to their judgment. As for the standardized test, its validation was not necessary, since it was made up of items applied in state tests by the MEN in 3° in different years. But its reliability was calculated by applying the Cronbach's Alpha equation, being reliable. As a technique of data analysis, descriptive statistics were used, taking into account the distribution of absolute and relative frequencies and thus knowing the behavior of the indicators. Moreover, the student's t was applied. It was concluded that the group in the types of APVS showed satisfactory type of competence, so the use of the "Mangus Classroom" Web 2.0 tool is of paramount importance as a teaching strategy. The main recommendation is to use the "Mangus Classroom" Web 2.0 tool for the creation of virtual environments for gamified learning. |
publishDate |
2019 |
dc.date.accessioned.none.fl_str_mv |
2019-08-12T20:49:36Z |
dc.date.available.none.fl_str_mv |
2019-08-12T20:49:36Z |
dc.date.issued.none.fl_str_mv |
2019 |
dc.type.spa.fl_str_mv |
Trabajo de grado - Pregrado |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_7a1f |
dc.type.content.spa.fl_str_mv |
Text |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/TP |
dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
format |
http://purl.org/coar/resource_type/c_7a1f |
status_str |
acceptedVersion |
dc.identifier.uri.spa.fl_str_mv |
https://hdl.handle.net/11323/5152 |
dc.identifier.instname.spa.fl_str_mv |
Corporación Universidad de la Costa |
dc.identifier.reponame.spa.fl_str_mv |
REDICUC - Repositorio CUC |
dc.identifier.repourl.spa.fl_str_mv |
https://repositorio.cuc.edu.co/ |
url |
https://hdl.handle.net/11323/5152 https://repositorio.cuc.edu.co/ |
identifier_str_mv |
Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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spa |
dc.rights.spa.fl_str_mv |
Attribution-NonCommercial-ShareAlike 4.0 International |
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http://creativecommons.org/licenses/by-nc-sa/4.0/ |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.spa.fl_str_mv |
Universidad de la Costa |
dc.publisher.program.spa.fl_str_mv |
Maestría en Educación |
institution |
Corporación Universidad de la Costa |
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Zaccaro Ortiz, ZulmaPolo Pacheco, Henser De Jesús2019-08-12T20:49:36Z2019-08-12T20:49:36Z2019https://hdl.handle.net/11323/5152Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The general purpose of the research work was to determine the impact of the use of the "Mangus Classroom" 2.0 Web tool for the strengthening of the problem solving competency type APVS (Arithmetic Problems with Verbal Statement) in students of Elementary school of Barranquilla. It was guided by the theoretical basis of the authors George Pólya (1945), Bermejo (1990), MEN (2016), George Siemens (2004), Schmidt and Weiser (1995), Martínez (1995), Puig and Cerdán (1988), among others. Its methodological orientation was prospective, longitudinal, quasi-experimental, explanatory and with a field modality. The population was represented by 4 ° A and 4 ° B students of IED La Milagrosa, Fe y Alegría and was selected through convenience sampling. A pre-test-post-test type test was used to collect data to determine performance levels before and after applying the Mangus Classroom 2.0 Web tool in the previous groups, specifically in the Experimental A group, formed by the students of 4th A. In turn, a semi-structured interview was conducted, through a questionnaire consisting of 16 open questions in order to know aspects concerning the pedagogical work of the teacher and teaching strategies used when dealing with situations of APVS type. Likewise, a non-systematic observation was carried out, using a checklist to validate in practice what was obtained in the previous instrument. The two previous instruments were validated by three (03) experts, being able to be applied in this process according to their judgment. As for the standardized test, its validation was not necessary, since it was made up of items applied in state tests by the MEN in 3° in different years. But its reliability was calculated by applying the Cronbach's Alpha equation, being reliable. As a technique of data analysis, descriptive statistics were used, taking into account the distribution of absolute and relative frequencies and thus knowing the behavior of the indicators. Moreover, the student's t was applied. It was concluded that the group in the types of APVS showed satisfactory type of competence, so the use of the "Mangus Classroom" Web 2.0 tool is of paramount importance as a teaching strategy. The main recommendation is to use the "Mangus Classroom" Web 2.0 tool for the creation of virtual environments for gamified learning.El trabajo de investigación tuvo como objetivo general Determinar la incidencia que tiene el uso de la herramienta Web 2.0 “Mangus Classroom” para el fortalecimiento de la competencia resolución de problemas tipo PAEV (Problemas Aritméticos con Enunciado Verbal) en estudiantes de Básica Primaria de Barranquilla. Se orientó con la base teórica de los autores George Pólya (1945), Bermejo (1990), MEN (2016), George Siemens (2004), Schmidt y Weiser (1995), Puig y Cerdán (1988), entre otros. Su orientación metodológica fue es de tipo prospectivo, longitudinal, cuasi-experimental, explicativo y con una modalidad de campo. La muestra estuvo representada por estudiantes de 4° Ay 4° B de la IED La Milagrosa, Fe y Alegría, seleccionados a través de un muestreo por conveniencia. Se empleó para la recolección de datos una prueba tipo pre-test - pos-test, para determinar los niveles de desempeño antes de y después de aplicada la herramienta Web 2.0 Mangus Classroom en los grupos anteriores, específicamente en el grupo Experimental A, conformado por los educandos de 4°A. A su vez, se realizó una entrevista semiestructurada, a través de un cuestionario conformado por 16 preguntas abiertas, para conocer aspectos concernientes a la labor pedagógica del docente y estrategias didácticas empleadas al momento de tratar situaciones problemas de tipo PAEV. De igual modo, se realizó una observación no sistemática, empleando una lista de chequeo para corroborar en la práctica lo obtenido en el anterior instrumento. Los dos anteriores instrumentos fueron validados por tres (03) expertos, resultando ser aptos para aplicarse en este proceso según el juicio de estos. En cuanto a la prueba estandarizada no fue necesaria su validación, pues estuvo conformada por ítems aplicados en pruebas estatales por el MEN en 3° en distintos años. Pero su confiabilidad se calculó aplicando la ecuación Alfa de Cronbach, siendo confiable. Como técnica de análisis de datos se utilizó la estadística descriptiva, tomando para ello, la distribución de frecuencias absoluta y relativas y así conocer el comportamiento de los indicadores, además de aplicó la t de student. Se obtuvo como conclusión que el Grupo Experimental A (4ºA) en los tipos de PAEV mostró competencias de tipo satisfactoria por lo que el uso de la herramienta Web 2.0 “Mangus Classroom” es importante como estrategia didáctica. Como recomendación principal se plantea utilizar la herramienta Web 2.0 “Mangus Classroom” para la creación de ambientes virtuales de aprendizajes gamificados.Polo Pacheco, Henser De JesússpaUniversidad de la CostaMaestría en EducaciónAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Problemas aritméticos con enunciado verbalDidácticaEstrategias didácticas y herramienta Web 2.0 “Mangus Classroom"Arithmetic problems with verbal statementDidacticDidactics estrategys and web 2.0 tool "Mangus Classroom"“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesishttp://purl.org/redcol/resource_type/TPinfo:eu-repo/semantics/acceptedVersionPublicationCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81031https://repositorio.cuc.edu.co/bitstreams/e62533f4-7a64-4964-921c-d093cf51172e/download934f4ca17e109e0a05eaeaba504d7ce4MD52ORIGINAL“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”.pdf“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”.pdfapplication/pdf6145388https://repositorio.cuc.edu.co/bitstreams/75ba7266-5b14-4378-8d5a-e7afd60edb52/downloadc46ef9395447174e2f934678552e0dd8MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81748https://repositorio.cuc.edu.co/bitstreams/1292b5b3-cf91-4b39-9017-5fe36a5a20ac/download8a4605be74aa9ea9d79846c1fba20a33MD53THUMBNAIL“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”.pdf.jpg“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”.pdf.jpgimage/jpeg29645https://repositorio.cuc.edu.co/bitstreams/577822b6-54db-40a6-ad92-c210f2ba2120/download927867fd1150edebe24cd37f0852cee5MD55TEXT“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”.pdf.txt“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”.pdf.txttext/plain551957https://repositorio.cuc.edu.co/bitstreams/eea5216b-01cd-4dae-a722-4d458210ec4f/downloadccd083bb54c4929210988c68a97ad921MD5611323/5152oai:repositorio.cuc.edu.co:11323/51522024-09-17 14:14:01.245http://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalopen.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.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 |