Método Singapur para la resolución de problemas de cantidad en segundo de primaria
No hay miniatura disponible
Fecha
2025-11-13
Título de la revista
ISSN de la revista
Título del volumen
Editor
Escuela de Educación Superior Pedagógica Pública Monterrico
Resumen
Las últimas evaluaciones nacionales, demuestran que los estudiantes en el Perú no logran aprendizajes esperados en matemática, sobre todo en la competencia resuelven problemas de cantidad. Por ello, el presente trabajo de investigación tiene la finalidad de dar a conocer las implicancias del método Singapur en base a su enfoque CPA y al currículo en espiral, en la resolución de problemas de cantidad. El objetivo de este estudio es comprobar la eficacia del método Singapur en el incremento del nivel de logro de la competencia resuelve problemas de cantidad en estudiantes de segundo grado de una Institución Educativa Pública de Chorrillos. La metodología se basó en el enfoque cuantitativo con diseño preexperimental, con una población de 60 y una muestra de 30 estudiantes. Para el recojo de datos antes y después de la intervención, se hizo uso del cuestionario como instrumento de investigación. Los hallazgos muestran que el método Singapur influyó con un valor estadísticamente significativo al nivel de p<0,01 determinando rangos positivos en un 100% de los casos. Es así como, el método Singapur, al ser propuesta como una estrategia de intervención pedagógica dentro de las aulas, genera cambios positivos en el aprendizaje de los estudiantes.
Recent national evaluations show that students in Peru are not achieving the expected learning outcomes in mathematics, particularly in the competency of solving quantity problems. For this reason, the present research aims to highlight the implications of the Singapore Method, based on its CPA approach and spiral curriculum, in solving quantity problems. The objective of this study is to verify the effectiveness of the Singapore Method in increasing achievement levels in the competency of solving quantity problems among second-grade students at a public educational institution in Chorrillos. The methodology was based on a quantitative approach with a pre-experimental design, involving a population of 60 and a sample of 30 students. To collect data before and after the intervention, a questionnaire was used as the research instrument. Findings showed that the Singapore Method influenced in a statistically significant impact at the p<0.01 level, showing positive ranges in 100% of the cases. Thus, the Singapore Method, when proposed as a pedagogical intervention strategy in the classroom, can generate positive changes in student learning.
Recent national evaluations show that students in Peru are not achieving the expected learning outcomes in mathematics, particularly in the competency of solving quantity problems. For this reason, the present research aims to highlight the implications of the Singapore Method, based on its CPA approach and spiral curriculum, in solving quantity problems. The objective of this study is to verify the effectiveness of the Singapore Method in increasing achievement levels in the competency of solving quantity problems among second-grade students at a public educational institution in Chorrillos. The methodology was based on a quantitative approach with a pre-experimental design, involving a population of 60 and a sample of 30 students. To collect data before and after the intervention, a questionnaire was used as the research instrument. Findings showed that the Singapore Method influenced in a statistically significant impact at the p<0.01 level, showing positive ranges in 100% of the cases. Thus, the Singapore Method, when proposed as a pedagogical intervention strategy in the classroom, can generate positive changes in student learning.
Descripción
Palabras clave
Método Singapur, Problemas de cantidad, Matemática