Problem solving, an opportunity to learn La resolución de problemas, una oportunidad para aprender Pedagogical intervention in mathematics

Abstract

The purpose of this research product article is to present the scope of a correlational study carried out between June 2017 and November 2018 in two public institutions (Bogotá DC and Soacha, Cundinamarca), whose objective was to potentiate mathematical competences for the problem solving, through the implementation of a constructivist didactic unit in the fifth grade students of basic education of the Institución Educativa Nuevo Compartir and the Darío Echandía IED College, for this the participant observation of the students was used, their academic reports in the area of ​​mathematics and the results of the Prueba Saber (2016) and Aprendamos (2017) were taken, analyzing them from three categories: communication, reasoning and resolution; where the difficulty that the students had in solving mathematical problems was evident. The investigative work was governed under the parameters of the hermeneutic paradigm, with a mixed approach, the theoretical references arise from the concept of mathematical competence for the Ministry of National Education and of different authors to the conception of a constructivist didactic unit. The techniques used to collect the information are participant observation, documentary analysis, research workshop, focus and discussion groups. As results, the significant progress of students in each of the mathematical competences stands out, reasoning being the category with the most progress during the intervention in both school entities. This evolution is represented in students by carefully reading the statements, identifying the data, assertively interpreting the statements of mathematical problems and asking for unknown terms. As an added value to the product of the research work, the promotion of social skills such as listening skills, sharing an opinion and empathy when working in collaborative groups should be included, thus demonstrating the relevance and efficiency of the pedagogical proposal.