Teoría de situaciones didácticas de Brousseau para mejorar el pensamiento algebraico en estudiantes de secundaria
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Date
2025-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La investigación tuvo como objetivo comprobar que la aplicación de la Teoría de Situaciones Didácticas de Guy Brousseau mejora el Pensamiento Algebraico en sus tres dimensiones de análisis; Pensamiento Algebraico factual, Pensamiento Algebraico contextual y Pensamiento Algebraico simbólico, en el área de Matemática. Se desarrolló con un enfoque cuantitativo, de nivel exploratorio con un diseño metodológico experimental y un tipo de diseño cuasiexperimental. Como sujetos de estudio se contó con un grupo control y un grupo experimental, a los cuales se les aplicó una prueba como instrumento, antes (pretest) y después (postest) de la intervención. El valor obtenido en la prueba T de Student para muestras relacionadas (t = -7.562; p = .000) evidencia una diferencia estadísticamente significativa entre las puntuaciones del Pensamiento Algebraico en el pretest y el postest en el grupo experimental, con un nivel de significancia de p < 0.05. En consecuencia, se concluye que la aplicación de la Teoría de Situaciones Didácticas de Brousseau tuvo un impacto positivo, mejorando significativamente el Pensamiento Algebraico en los estudiantes de primer grado de educación secundaria en una IE Pública del distrito de San Juan de Miraflores - UGEL 01.
The objective of the research was to prove that the application of Guy Brousseau's Theory of Didactic Situations improves Algebraic Thinking in its three dimensions of analysis; Factual Algebraic Thinking, Contextual Algebraic Thinking and Symbolic Algebraic Thinking, in the area of Mathematics. It was developed with a quantitative approach, at an exploratory level with an experimental methodological design and a quasi-experimental design type. The study subjects were a control group and an experimental group, to which a test was applied as an instrument, before (pretest) and after (posttest) the intervention. The value obtained in the student's t-test for related samples (t = -7.562; p = 0.000) shows a statistically significant difference between the Algebraic Thinking scores in the pretest and posttest in the experimental group, with a significance level of p < 0.05. Consequently, it is concluded that the application of Brousseau's Theory of Didactic Situations had a positive impact, significantly improving Algebraic Thinking in first grade high school students in a school in the district of San Juan de Miraflores - UGEL 01.
The objective of the research was to prove that the application of Guy Brousseau's Theory of Didactic Situations improves Algebraic Thinking in its three dimensions of analysis; Factual Algebraic Thinking, Contextual Algebraic Thinking and Symbolic Algebraic Thinking, in the area of Mathematics. It was developed with a quantitative approach, at an exploratory level with an experimental methodological design and a quasi-experimental design type. The study subjects were a control group and an experimental group, to which a test was applied as an instrument, before (pretest) and after (posttest) the intervention. The value obtained in the student's t-test for related samples (t = -7.562; p = 0.000) shows a statistically significant difference between the Algebraic Thinking scores in the pretest and posttest in the experimental group, with a significance level of p < 0.05. Consequently, it is concluded that the application of Brousseau's Theory of Didactic Situations had a positive impact, significantly improving Algebraic Thinking in first grade high school students in a school in the district of San Juan de Miraflores - UGEL 01.
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Keywords
Teoría de Situaciones Didácticas, Guy Brousseau, Pensamiento algebraico, Propuesta didáctica, Propuesta de intervención, Nivel secundaria