Aplicación del Módulo “Math Vision” para desarrollar la competencia Resuelve Problemas de Cantidad en los estudiantes de la Educación Básica
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Date
2026-04-22
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como finalidad determinar el efecto del módulo basado en el método IDEAL de Bransford y Stein y en la Teoría de los Registros de Representación Semiótica de Duval en el desarrollo de la competencia “Resuelve problemas de cantidad” en estudiantes de primer grado de secundaria. El estudio surgió a partir de las dificultades identificadas en la comprensión de problemas y en el uso de estrategias para su resolución. El enfoque de la investigación fue cuantitativo, de nivel experimental y con un diseño preexperimental. La intervención, denominada “Math Vision”, se aplicó mediante sesiones centradas en las fases del método IDEAL y el uso de los registros de representaciones semióticas. Los resultados evidenciaron mejoras significativas en las cuatro capacidades de la competencia. En conclusión, la aplicación del módulo “Math Vision” favorece de manera efectiva el desarrollo de la competencia “Resuelve problemas de cantidad”, mostrando que la coordinación del método IDEAL y los registros semióticos es una estrategia pedagógica útil para fortalecer la comprensión y resolución de problemas matemáticos en estudiantes de nivel secundario.
The purpose of this research was to determine the effect of a module based on Bransford and Stein’s IDEAL method and Duval’s Theory of Semiotic Representation Registers on the development of the competency “Solves quantity problems” in first grade secondary students. The study arose from the difficulties identified in problem comprehension and in the use of strategies for solving them. The research approach was quantitative, experimental in level, and used a pre-experimental design. The intervention, called Math Vision, was implemented through sessions focused on the phases of the IDEAL method and the use of semiotic representation registers. The results showed significant improvements in the four abilities associated with competency. In conclusion, the implementation of the Math Vision module effectively promotes the development of the competency “Solves quantity problems,” demonstrating that coordinating the IDEAL method with semiotic registers is a valuable pedagogical strategy for strengthening mathematical problem comprehension and problem-solving in secondary school students.
The purpose of this research was to determine the effect of a module based on Bransford and Stein’s IDEAL method and Duval’s Theory of Semiotic Representation Registers on the development of the competency “Solves quantity problems” in first grade secondary students. The study arose from the difficulties identified in problem comprehension and in the use of strategies for solving them. The research approach was quantitative, experimental in level, and used a pre-experimental design. The intervention, called Math Vision, was implemented through sessions focused on the phases of the IDEAL method and the use of semiotic representation registers. The results showed significant improvements in the four abilities associated with competency. In conclusion, the implementation of the Math Vision module effectively promotes the development of the competency “Solves quantity problems,” demonstrating that coordinating the IDEAL method with semiotic registers is a valuable pedagogical strategy for strengthening mathematical problem comprehension and problem-solving in secondary school students.
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Keywords
Resolución de problemas, Matemática, Competencia Resuelve problemas de cantidad, Método IDEAL, Representaciones semióticas, Comprensión, Problem solving, “Solves quantity problems” competency, IDEAL Method, Semiotic representations, Mathematics, Comprehension