Retroalimentación para desarrollar las competencias en el área de matemática en estudiantes del primero de secundaria de una institución pública
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Date
2025-11
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Journal ISSN
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La investigación es un estudio cuasi experimental. Durante la experimentación se buscó demostrar la efectividad de la retroalimentación para el desarrollo de las competencias del área de Matemática en estudiantes de primero de secundaria de una institución pública. La información de la intervención pedagógica se recogió a través de una prueba diagnóstica que fue evaluada en un pre y post test en las cuatro dimensiones planteadas: Resuelve problemas de cantidad; Resuelve problemas de regularidad, equivalencia y cambio; Resuelve problemas de forma, movimiento y localización y Resuelve problemas de gestión de datos e incertidumbre. Los resultados arrojaron, en la prueba pre test, que las estudiantes tuvieron dificultades en las cuatro dimensiones. Luego de aplicar la experimentación, se observa que la retroalimentación permite profundizar el aprendizaje, ya que los estudiantes comprenden los procesos matemáticos más allá de la repetición mecánica; incrementa la motivación, al evidenciar los avances y logros de cada uno de los escolares; y promueve la autorregulación, ayudando a que el estudiante reconozca sus errores y desarrolle estrategias de solución. En consecuencia, constituye una estrategia pedagógica que impacta directamente en el desarrollo de las competencias del área de Matemática de los estudiantes del primero de secundaria.
This research is a quasi-experimental study. The experiment sought to demonstrate the effectiveness of feedback for developing mathematics competencies in first-year secondary school students at a public institution. Information on the pedagogical intervention was collected through a diagnostic test, which was evaluated in a pre- and post-test in the four proposed dimensions: Solving quantity problems; Solving problems of regularity, equivalence, and change; Solving problems of shape, movement, and location; and Solving problems of data management and uncertainty. The results of the pre-test showed that the students had difficulties in all four dimensions. After applying the experiment, it was observed that feedback allows for deeper learning, as students understand mathematical processes beyond mechanical repetition; it increases motivation by highlighting the progress and achievements of each student; and it promotes self-regulation, helping students recognize their mistakes and develop solution strategies. Consequently, it constitutes a pedagogical strategy that directly impacts the development of mathematics skills among first-year secondary school students.
This research is a quasi-experimental study. The experiment sought to demonstrate the effectiveness of feedback for developing mathematics competencies in first-year secondary school students at a public institution. Information on the pedagogical intervention was collected through a diagnostic test, which was evaluated in a pre- and post-test in the four proposed dimensions: Solving quantity problems; Solving problems of regularity, equivalence, and change; Solving problems of shape, movement, and location; and Solving problems of data management and uncertainty. The results of the pre-test showed that the students had difficulties in all four dimensions. After applying the experiment, it was observed that feedback allows for deeper learning, as students understand mathematical processes beyond mechanical repetition; it increases motivation by highlighting the progress and achievements of each student; and it promotes self-regulation, helping students recognize their mistakes and develop solution strategies. Consequently, it constitutes a pedagogical strategy that directly impacts the development of mathematics skills among first-year secondary school students.
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Keywords
Retroalimentación, Competencias, Área de Matemática