Estudio comparativo del pensamiento geométrico en estudiantes de educación secundaria de una institución educativa
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Date
2023-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El enseñar las competencias matemáticas está evolucionando de acuerdo con la nueva reforma educativa, la cual se basa en los avances de las nuevas tecnologías. Hay muchos modelos de enseñanza que, pese a los años, siguen vigentes y se emplean como referente, como el modelo del autor Pierre Van Hiele. Ante esto, como grupo investigador basamos nuestro proyecto de investigación, en los niveles del pensamiento geométrico el cual fue planteado por el mismo autor para reconocer en qué nivel se localiza cada uno de los educandos posterior a la aplicación el instrumento evaluativo.
La presente investigación presenta un enfoque cuantitativo, y utilizó para su propósito el diseño descriptivo comparativo para contrastar el nivel de pensamiento geométrico de los alumnos de los ciclos VI y VII de Monterrico I.E. Aplicación por medio del empleo de un instrumento, es decir, una prueba escrita. El resultado, concluye que no hay presencia de tales discrepancias significativas en cuanto al pensamiento geométrico entre los alumnos de la muestra de estudio de Monterrico I.E. Aplicación.
The teaching of mathematical competencies is evolving in accordance with the new educational reform, which is based on the advances of new technologies. There are many teaching models that, despite the years, are still in force and are used as a reference, such as the model of the author Pierre Van Hiele. In view of this, as a research group we based our research project on the levels of geometric thinking, which was proposed by the same author to recognize in which level each of the students is located after the application of the evaluation instrument. The present research presents a quantitative approach and uses for its purpose the comparative descriptive design to contrast the level of geometric thinking of the students of cycles VI and VII of Monterrico I.E. Application by means of the use of an instrument a written test. The result concludes that there is no presence of such significant discrepancies in geometric thinking among the students of the study sample of Monterrico I.E. Application.
The teaching of mathematical competencies is evolving in accordance with the new educational reform, which is based on the advances of new technologies. There are many teaching models that, despite the years, are still in force and are used as a reference, such as the model of the author Pierre Van Hiele. In view of this, as a research group we based our research project on the levels of geometric thinking, which was proposed by the same author to recognize in which level each of the students is located after the application of the evaluation instrument. The present research presents a quantitative approach and uses for its purpose the comparative descriptive design to contrast the level of geometric thinking of the students of cycles VI and VII of Monterrico I.E. Application by means of the use of an instrument a written test. The result concludes that there is no presence of such significant discrepancies in geometric thinking among the students of the study sample of Monterrico I.E. Application.
Description
Keywords
Pensamiento geométrico, Competencias matemáticas, Matemáticas, Educación secundaria, Geometría, Pierre Van Hiele, Investigación cuantitativa