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Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1304
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Un/7dQAf8Mjf9Tt/5Sf/ALdQB6h8I/gjo3w/lhvZbhdU1iB3aK88jySgZSpG3c3ZiOtAH//Z
Didactic strategy for the teaching-learning of mathematics in students of
Basic General Education.
Estrategia didáctica para la enseñanza-aprendizaje de las matemáticas en
estudiantes de Educación General Básica.
Autores:
Palma-Posligua, Carlos Alberto
Universidad Técnica de Manabí
Licenciado en Educación General Básica
Portoviejo – Ecuador
cpalma5501@utm.edu.ec
https://orcid.org/0009-0004-8616-0845
Rodríguez-Álava, Leonor Alexandra
Universidad Técnica de Manabí
Docente de la Universidad Técnica de Manabí
Portoviejo – Ecuador
leonor.rodriguez@utm.edu.ec
https://orcid.org/0000-0002-3034-1311
Citación/como citar este artículo: Palma-Posligua, Carlos Alberto. y Rodríguez-Álava, Leonor Alexandra. (2023).
Estrategia didáctica para la enseñanza-aprendizaje de las matemáticas en estudiantes de Educación General Básica
.
MQRInvestigar, 7(2),
1304-1314
.
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Fechas de recepción: 29-ABR-2023 aceptación: 29-MAY-2023 publicación: 15-JUN-2023
https://orcid.org/0000-0002-8695-5005
http://mqrinvestigar.com/
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YII=
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1305
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AO3UAN/4ZG/6nb/yk/8A26gBP+GRv+p2/wDKT/8AbqAD/hkb/qdv/KT/APbqAD/hkb/qdv8A
yk//AG6gA/4ZG/6nb/yk/wD26gA/4ZG/6nb/AMpP/wBuoAP+GRv+p2/8pP8A9uoAP+GRv+p2
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Resumen
Las estrategias didácticas son herramientas que permiten a los docentes llegar con el
conocimiento a sus estudiantes y que estos a su vez puedan interiorizarlos para luego puedan
ser aplicados en la resolución de problemas. La investigación tuvo como objetivo diseñar una
estrategia didáctica para la enseñanza-aprendizaje de las matemáticas en los estudiantes de
Educación General Básica. Mediante un estudio descriptivo de enfoque mixto, se vincularon
datos cualitativos y cuantitativos, obtenidos en el proceso investigativo, a través del método
de investigación empírico basado en una prueba de conocimientos y la entrevista aplicados
a la muestra tomada de manera intencional a 30 estudiantes de 7mo año y a 1 docente. Los
resultados indicaron que los estudiantes tienen dificultades en la resolución de ejercicios de
división y de ellos se derivan vacíos en los contenidos para los cuales este sirve de base; se
aprecia utilización de métodos tradicionalista, utilización de poco o ningún recurso de ningún
tipo. Se propone una Estrategia Matemática Gamificada GAMIMAT, con la finalidad de
potenciar la adquisición de conocimientos matemáticos, desarrollo de destrezas y habilidades
que permita mejorar el rendimiento académico de los estudiantes de séptimo año de
Educación General Básica, mediante un proceso de enseñanza -aprendizaje dinámico.
Palabras claves: Estrategia didáctica; enseñanza; aprendizaje; matemáticas.
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1306
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Abstract
Didactic strategies are tools that allow teachers to reach their students with knowledge and
that they, in turn, can internalize them so that they can later be applied in solving problems.
The objective of the research was to design a didactic strategy for the teaching-learning of
mathematics in students of Basic General Education. Through a descriptive study with a
mixed approach, qualitative and quantitative data were linked, obtained in the investigative
process, through the empirical research method based on a knowledge test and the interview
applied to the sample taken intentionally from 30 7th grade students year and 1 teacher. The
results indicated that students have difficulties in solving division exercises and from them
gaps are derived in the contents for which this serves as a basis; The use of traditionalist
methods is appreciated, the use of little or no resources of any kind. A GAMIMAT Gamified
Mathematical Strategy is proposed, with the purpose of promoting the acquisition of
mathematical knowledge, development of skills and abilities that allows improving the
academic performance of students in the seventh year of Basic General Education, through a
dynamic teaching-learning process.
Keywords: Didactic strategy; teaching; learning; math.
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1307
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Introducción
En la actualidad el estudio de la matemática continúa siendo objeto de interés para la
educación, esto se debe a que, dentro de todo el proceso educativo, los docentes para
desarrollar diversas habilidades y destrezas lógico-matemáticas en los estudiantes, deben
emplear un sinnúmero de estrategias didácticas que permitan enseñar a aprender de manera
significativa todos contenidos educativos expuestos en los planes de estudio. El proceso de
aprendizaje y enseñanza de las matemáticas en las instituciones escolares, se ha convertido,
durante los últimos años, en una tarea ampliamente compleja y fundamental en todos los
sistemas
educativos.
Difícil
encontrar,
probablemente,
una
sociedad
cuya
estructura
educativa carezca de planes de estudio relacionados con la educación matemática (Lino,
2022).
En la literatura revisada, se aprecia que el continente europeo según el estudio realizado por
Mendoza, (2017) titulado las estrategias didácticas dirigidas al proceso de enseñanza-
aprendizaje de las matemáticas en un subsistema de Educación Básica, se evidenció que las
estrategias son más eficaces para el aprendizaje significativo en matemáticas, orientada a la
investigación proyectiva. Al utilizar estrategias contextualizadas en un ambiente agradable y
acogedor, garantiza la creatividad, reflexión y aprendizaje del estudiante.
En
Costa Rica, de acuerdo a la investigación realizada por Espelata, et al., (2020) titulada
estrategias didácticas para la enseñanza y aprendizaje de la matemática, los resultados
evidencian que
existe
desconocimiento de estrategias
didácticas,
métodos, técnicas y
actividades, como herramientas pedagógicas que potencializan los saberes matemáticos en
los estudiantes; se demuestra que las estrategias que el docente utiliza, en su mayoría, son de
carácter tradicional y de acuerdo a su convicción. Además, sostienen que existe una
desvinculación parcial de las estrategias con el contenido y el contexto.
En Nicaragua, en la investigación desarrollada por Pastran y Mangas, (2019) titulada
estrategias didácticas que implementan los docentes en el proceso de enseñanza y aprendizaje
de las matemáticas, se evidencia que los procedimientos utilizados por el docente no generan
impacto en la enseñanza y aprendizaje de las matemáticas, precisamente por el poco dominio
y desconocimiento de las mismas; describen que en el proceso de enseñanza aprendizaje de
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1308
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las matemáticas, es indispensable que el docente planifique e implemente estrategias que le
permitan al educando aprender, analizar, crear y resolver problemas a partir de la reflexión.
En Ecuador, en el estudio elaborado por Mendoza y Zúñiga, (2019) titulada las estrategias
didácticas en el proceso de enseñanza-aprendizaje de las matemáticas de los estudiantes de
educación básica, los resultados de la investigación indicaron que los docentes del área de
matemáticas, regularmente, aplican estrategias novedosas para potencializar el pensamiento
lógico-racional del estudiante, reconociendo lo esencial e indispensable de implementar, en
el proceso de enseñanza y aprendizaje de las matemáticas, estrategias didácticas flexibles y
contextualizadas. Un porcentaje elevado de los encuestados manifestaron su desagrado por
las clases de matemáticas, esto, posiblemente se debe a que las estrategias utilizadas no
despiertan la motivación e interés de los estudiantes para acercarse al aprendizaje de las
matemáticas.
En la provincia de Guayas-Ecuador, no es la excepción, pero la preocupación aumenta
cuando a pesar de haber detectado esta problemática no se busca soluciones reales e
inmediatas y el modelo educativo continúa siendo el mismo. Las causas posibles se le
atribuyen
a
un
gran número
de
docentes
quienes se han quedado
desactualizados y
desconocen las diferentes estrategias didácticas adaptadas en base a las nuevas necesidades
educativas. Sin embargo, la crisis educativa actual no solo es responsabilidad del docente,
sino también de los educandos y principalmente del sistema educativo que da preferencias y
excesivas oportunidades a los estudiantes y menos autoridad y libertad para ejercer sus
funciones al docente (Pilco y Remache, 2017).
En las Unidades Educativas de la Provincia de Manabí, según la investigación realizada por
Lema, (2020), los resultados mostraron que los estudiantes carecen de conocimientos básicos
en la asignatura de matemática, esto se debe en gran parte a la falta de motivación y aplicación
de estrategias didácticas relevantes por parte de docentes y educandos, lo que impide que las
clases sean interesantes, abiertas e innovadoras. En la
Escuela de Educación Básica “José
Ángel” los estudiantes de 7mo año básico presentan dificultad en la enseñanza-aprendizaje
de
las
matemáticas,
además
de
la
falta
de
implantación
de
estrategias
didácticas
contextualizadas y en la poca participación, apatía y desinterés que muestran los estudiantes
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1309
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durante el desarrollo de las clases de esta asignatura. Teniendo en cuenta las consideraciones
antes
mencionadas,
y
con
el
propósito
de
generar
aportes
significativos
al
tema
de
investigación, se plantea la siguiente interrogante: ¿Cómo contribuir en el mejoramiento de
la enseñanza-aprendizaje de las matemáticas en los estudiantes de 7mo año básico?
En concordancia a lo descrito sobre esta problemática analizada en varios contextos, el
objetivo de este trabajo consiste en diseñar una estrategia didáctica para el aprendizaje de las
matemáticas en los estudiantes
de Educación General Básica.
Material y métodos
Para el desarrollo del estudio no experimental, de enfoque mixto, de tipo descriptivo, se
utilizó los métodos de análisis-síntesis, inducción-deducción de los referentes teóricos que
fundamentan el trabajo, de la misma manera el estadístico-matemático para procesamiento
de los datos recogidos a través de una prueba de conocimientos aplicada a 30 estudiantes de
séptimo año de educación básica, así como la entrevista aplicada a un docente de la Escuela
de
Educación
Básica
“José
Ángel”
que
sirvieron
de
base
para
el
diagnóstico
de
la
investigación y con ello elaborar la estrategia educativa.
Resultados y discusión
Resultados de la prueba de conocimientos aplicada a los estudiantes de 7mo año de
Educación Básica.
Tabla 1. Contenidos matemáticos de dominio
Fuente:
Estudiantes de
7mo año
En
la
prueba
de
dificultades de contenido se obtuvo los siguientes resultados: el 60% de los estudiantes
presentan problemas en lo que se refiere al aprendizaje de las divisiones, valores que se
Ítem
Alternativa
F
%
a
Representar fracciones
6
20
b
Divisiones
18
60
c
Secuencias numéricas
3
10
d
Escritura de números romanos
0
0
e
Propiedades de la multiplicación
0
0
f
Conversiones simples de medidas
3
10
g
Otras
0
0
Total
30
100
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1310
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1/6Sy0AfQ/xU/Z1sfG/ieXWbLWxpEk+WnT7F5/mOerZ8xcflQBxv/DI3/U7f+Un/AO3UAH/D
I3/U7f8AlJ/+3UAOH7JTjp45Yf8AcK/+3UAL/wAMlyf9Dy3/AIK//t9AB/wyU/8A0PLf+Cr/
AO3UAN/4ZG/6nb/yk/8A26gBP+GRv+p2/wDKT/8AbqAD/hkb/qdv/KT/APbqAD/hkb/qdv8A
yk//AG6gA/4ZG/6nb/yk/wD26gA/4ZG/6nb/AMpP/wBuoAP+GRv+p2/8pP8A9uoAP+GRv+p2
/wDKT/8AbqAD/hkb/qdv/KT/APbqAHJ+yS6fc8cMv00rH/tagAf9klnOX8cFj6nSs/8AtagB
F/ZIK/d8bkZ9NK/+3UAJ/wAMjf8AU7f+Un/7dQAf8Mjf9Tt/5Sf/ALdQAf8ADI3/AFO3/lJ/
+3UAH/DI3/U7f+Un/wC3UAH/AAyN/wBTt/5Sf/t1AB/wyN/1O3/lJ/8At1AB/wAMjf8AU7f+
Un/7dQAf8Mjf9Tt/5Sf/ALdQB6h8I/gjo3w/lhvZbhdU1iB3aK88jySgZSpG3c3ZiOtAH//Z
relacionan con el estudio realizado por (Polo,
et al.,
2019) quienes manifiestan que se
identifica un conjunto de errores relacionados con los significados de las nociones de
partición,
equidad
y
representatividad,
necesarios
para
resolver
con
éxito
problemas
aritméticos verbales de división partitiva.
Estos errores ponen de manifiesto dificultades para
comprender la estructura conceptual subyacente de esta operación y la forma en que las
cantidades se relacionan entre sí.
Tabla 2. Aspectos de mayor dificultad en el aprendizaje de las matemáticas
Fuente: Estudiantes de 7mo año
De acuerdo a los resultados: el 70% de los estudiantes presentan mayor dificultad en el
aspecto práctico durante el aprendizaje de las matemáticas. Los datos se relacionan con el
estudio realizado por (Suárez,
et al.,
2020) quienes manifiestan que la solución de problemas
matemáticos contribuye al desarrollo de la creatividad, la perseverancia y la adquisición y
fijación de los conocimientos matemáticos, por tanto, la referida solución de problemas
debería constituir el eje central de trabajo de la Matemática, pero cuando el estudiante se le
dificulta resolver cualquier clase de ejercicio, tiende a bloquearse y a darse por vencidos. Hay
estudiantes que comprenden lo teórico pero cuando van a hacer uso de ese conocimiento en
la práctica, tienden a tener más de un problema en la resolución de cualquier problema
matemático.
Tabla 3. Frecuencia de dificultades en la comprensión de contenidos
Fuente:
Estudiantes de
7mo año.
En lo que respecta a los datos de la tabla #3: el 56.67% de los estudiantes presentan mayor
dificultad en la parte del desarrollo en la resolución de un ejercicio matemático. Estos datos
se relacionan con el estudio realizado por (Villacis, 2020) quienes indicaron que un alto
porcentaje 98,82% de los estudiantes se encuentran entre el nivel bajo y medio en el proceso
Ítem
Alternativa
F
%
a
Teórico
9
30
b
Práctico
21
70
Total
30
100
Ítem
Alternativa
F
%
a
En el inicio
8
26.67
b
En el desarrollo
17
56.67
c
En la parte final
5
16.67
Total
30
100
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1311
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AO3UAN/4ZG/6nb/yk/8A26gBP+GRv+p2/wDKT/8AbqAD/hkb/qdv/KT/APbqAD/hkb/qdv8A
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+3UAH/DI3/U7f+Un/wC3UAH/AAyN/wBTt/5Sf/t1AB/wyN/1O3/lJ/8At1AB/wAMjf8AU7f+
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de realizar inferencias en la resolución de los problemas matemáticos. Esto demuestra que
los estudiantes presentaron grandes dificultades para realizar el desarrollo de un ejercicio,
esto es producto de la poca capacidad para decodificar la información e interpretar los
componentes del ejercicio, y la memoria no está activada a corto y largo plazo para el
almacenamiento de información.
Resultados de la entrevista aplicada a la docente de la asignatura de matemáticas
Con el propósito de conocer la postura del docente frente a cada una de las acciones
pedagógicas que se desarrollan en el aula de clases, se le formuló varias preguntas; entre las
respuestas, se aprecia que para él las estrategias didácticas son instrumentos que se pueden
utilizar para la enseñanza-aprendizaje de los estudiantes, no es en sí únicamente un
instrumento utilizado para la enseñanza, son acciones planificadas por el docente con el
propósito de guiar al estudiante en la construcción de su aprendizaje y así alcanzar en su gran
mayoría los objetivos educativos. De la misma manera considera que para la enseñanza de
las matemáticas, hace uso de los diversos modelos educativos, desde el tradicional o
conductista hasta el constructivista, ya que muchos estudiantes no responden sino es bajo
presión.
En cuanto a la necesidad de utilizar nuevas estrategias, manifiesta que considera importante
porque en base a ello se puede mejorar los aprendizajes significativos de los estudiantes. Se
debe ser cuidadoso en la clase de estrategias que se utilice con los estudiantes, ya que no
todos tienen las mismas deficiencias en lo que se refiere al aprendizaje de las matemáticas.
por su parte utiliza la resolución de problemas, manifiesta no variar por temor a que sus
estudiantes no vayan a responder; además utiliza juegos para hacer las clases entretenidas,
aunque no muy seguido, afirma, depende en gran medida de la complejidad de los contenidos
que trate con mis estudiantes.
Conclusiones
En el ámbito educativo resulta indispensable para el docente conocer sobre la importancia de
enseñar a los estudiantes a realizar ejercicios matemáticos a través de estrategias didácticas
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1312
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motivadoras
que
les
permitan
identificar
y
desarrollar
en
base
a
la
integración
de
competencias críticas y analíticas un adecuado razonamiento lógico-matemático.
Mediante los resultados obtenidos del análisis de los datos, se determinó que los estudiantes
tienen dificultades en la resolución de ejercicios de división, ya que gran parte de ellos no les
entienden a la docente. Debido a que su forma de desarrollar las clases es tradicionalista,
además, no utilizan ningún tipo de recursos.
La propuesta de intervención educativa, se enfatiza en los conocimientos matemáticos
aplicados en la vida cotidiana apoyados con la tecnología, que ayuda a los estudiantes
relacionar la teoría con la práctica desde la perspectiva personal, es decir permitiendo a los
estudiantes ser constructores de su propio conocimiento y de esta manera adquiriendo un
aprendizaje significativo útil para ser reconocido y utilizado en situaciones complejas y/o
futuras.
Referencias bibliográficas
Espeleta Sibaja, A; Fonseca Rodríguez, A. V. y Zamora Monge, W. (2020).
Estrategias
didácticas para la enseñanza y el aprendizaje de la matemática
[Tesis de posgrado,
Universidad de Costa Rica] Recuperado de:
http://repositorio.inie.ucr.ac.cr/bitstream/123456789/409/1/18.08.01%202354.pdf
Guamán Pilco, O. D., & Estrella Remache, S. I. (2017).
Estrategias didácticas para el
aprendizaje, en el área de matemática de los niños de séptimo grado de la escuela “Ing.
Hermel Tayupanda” de San Jacinto de culluctús, parroquia Sicalpa, cantón Colta, provincia
de Chimborazo.
[Tesis de posgrado,
Universidad Nacional de Chimborazo] Recuperado de:
http://dspace.unach.edu.ec/bitstream/51000/3767/1/UNACH-FCEHT-TG-E.BASICA2017-
000018.pdf
Lema Chimborazo, F. R. (2020).
Estrategias didácticas para el aprendizaje de la
matemática en los estudiantes de décimo año de Educación General Básica paralelo “A”
de la Unidad Educativa Camilo Gallegos Toledo
[Tesis de posgrado,
Universidad Nacional
de Chimborazo] Recuperado de:
http://dspace.unach.edu.ec/bitstream/51000/6451/1/UNACH-EC-FCEHT-TG-C.EXAC-
2020-000002.pdf
Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1313
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Vol.7 No.2 (2023): Journal Scientific
Investigar ISSN: 2588–0659
https://doi.org/10.56048/MQR20225.7.2.2023.
1304-1314
Vol.7-N° 2, 2023, pp. 1304-1314
Journal Scientific
MQRInvestigar 1314
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Conflicto de intereses:
Los autores declaran que no existe conflicto de interés posible.
Financiamiento:
No existió asistencia financiera de partes externas al presente artículo.
Agradecimiento:
N/A
Nota:
El artículo no es producto de una publicación anterior.