Diseño de un proyecto de aula que contribuya a potenciar la interpretación y resolución de problemas en contextos agropecuarios en el componente aleatorio y sistemas de datos
This research is carried out from the analysis of experience that allows to confront the teaching practice and the rethinking of the strategies used in the classroom, obtaining a transformation in the shortcomings presented in the learning of the students, for this reason this work shows the design...
- Autores:
-
Hinestroza Moreno, Martha Liliana
- Tipo de recurso:
- Fecha de publicación:
- 2023
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/85603
- Palabra clave:
- 370 - Educación
510 - Matemáticas::519 - Probabilidades y matemáticas aplicadas
Pensamiento crítico
Estadística - Enseñanza
Classroom project
Problem situation
Agricultural context
Teaching-learning
Critical meaningful learning
Situación problema
Contexto agropecuario
Enseñanza-aprendizaje
Aprendizaje significativo crítico
Proyecto de aula
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional
| Summary: | This research is carried out from the analysis of experience that allows to confront the teaching practice and the rethinking of the strategies used in the classroom, obtaining a transformation in the shortcomings presented in the learning of the students, for this reason this work shows the design and implementation of a classroom project to enhance and improve the understanding of the measures of central tendency (MTC) in agricultural environments for students of the 10th at the Julio Mejía Vélez Educational Institution in Pie de Pató, Alto Baudó - Chocó. Marco Antonio Moreira's critical significant learning and the pedagogical research-action methodology "Teacher's reflection on his practice" are used as a theoretical reference, with four phases: diagnosis, design, implementation and evaluation-reflection. The use of non-traditional strategies to improve teaching-learning processes and mainstream mathematics in other disciplines is highlighted. This research is carried out through the analysis of experience, which allows us to confront teaching practices and rethink the strategies used in the classroom, obtaining a transformation in the deficiencies observed in student learning and in random thinking and data systems. |
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