Incidencia de la metodología Macoba en el aprendizaje de las operaciones básicas en matemáticas Incidencia de la metodología Macoba en el aprendizaje de las operaciones básicas en matemáticas

Abstract

Mathematics has always occupied an important place in the evolution of human beings and is immersed in all the technological advances that have been presented in society over the years, which means that teachers must give it the importance it deserves in order to provide quality teaching that meets current expectations and needs. However, the results of state tests in Colombia indicate that the areas associated with mathematics are found with low performance standards, mainly caused by inadequate contexts for learning, lack of motivation of the student body and ineffective teaching in the area (MEN, 2016). In the third grade of the Institución Educativa Técnico Rafael García Herreros, low performance and difficulties in learning basic operations in mathematics were identified, mainly in the lack of clear conceptual bases and little understanding of their applicability in problem situations, likewise, from the growth and integration of technologies in education it is evident that the incorporation of interactive strategies in teaching has the potential to facilitate and motivate the student in front of their learning processes. Therefore, the objective of this research was to analyze the impact of the MACOBA methodology in the learning of basic mathematical operations of students in grade 3-2 of the Técnico Rafael García Herreros School, seeking that, from the proposed methodology and the application of Virtual Learning Objects (OVAS), students strengthen the shortcomings presented, since it is clear that if this problem continues, it can lay inadequate foundations for learning in higher levels of mathematics. The study was developed through the qualitative research approach and the action-research design, based on the model of Kemmis and McTaggar (1988), with a proposal designed from the Collaborative Learning Methodology for the Production and Consumption of Learning Objects - MACOBA (Margain, Muñoz, & Alvarez, 2009). According to the analysis of the results obtained from the instruments, progress is observed in the interest and motivation towards learning mathematics, they have a better understanding of the subject matter through the interactive didactic activity in the initial application of the OVAS, showing progress in their development and application. One of the important difficulties for the application of the strategy was the alternation process established by the school, which did not allow all the students of the grade to participate in the proposal; however, it is suggested that in subsequent years the proposed strategy could be implemented in other grades and with all the students.