Estrategias metodológicas utilizadas por docentes de I ciclo en la asignatura de matemáticas que favorecen la motivación y el aprendizaje significativo de los alumnos de la Escuela San Pedro, Circuito 06 de la Dirección Regional de Educación de Pérez Zeledón, 2009.
Fecha
2009
Autores
Corrales Beita, Nidia
Mena Cordero, Silvia
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ISSN de la revista
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Editor
Universidad Nacional, Costa Rica
Resumen
El propósito del presente estudio es investigar la influencia que tiene el ambiente y la motivación en el aprendizaje de la asignatura de Matemáticas en los estudiantes de I ciclo de la Escuela San Pedro. El objetivo general es analizar las estrategias metodológicas utilizadas por docentes de I ciclo en la asignatura de Matemáticas que favorecen la motivación y el aprendizaje significativo de los alumnos. La investigación está enmarcada dentro del enfoque cualitativo y bajo el diseño etnográfico-descriptivo educativo. El rastreo bibliográfico permitió mostrar las estrategias metodológicas utilizadas por el docente para favorecer la motivación en el aprendizaje de las Matemáticas, así mismo identificar la actitud del docente y la influencia que tiene en el desempeño académico de los estudiantes. Además de las características que presenta el ambiente escolar para favorecer el aprendizaje. Para registrar los datos obtenidos se diseñó una entrevista dirigida a docentes de primer ciclo, un cuestionario dirigido a los alumnos de primer ciclo y seis observaciones dirigidas al trabajo que realiza la docente, estrategias metodológicas utilizadas, actitud para con los estudiantes y características del ambiente que favorecen el aprendizaje. La población estuvo conformada por 2 docentes uno de ellos con dos grupos de primer ciclo a cargo y 61 estudiantes de primer ciclo. Los principales resultados muestran que un docente no utiliza estrategias metodológicas a favor de la motivación de sus estudiantes sino que se apropia del uso excesivo de material fotocopiado por lo que recae en la insuficiencia y rutina. El docente no aprovecha ni la disposición, los intereses del alumno, ni las características que presenta el ambiente para favorecer el aprendizaje en la asignatura de las Matemáticas. Por el contrario, el otro docente hace un esfuerzo para salir de lo tradicional y busca que los estudiantes respondan a esta actitud e intenta valerse de las características de su entorno. De acuerdo con la información suministrada en los diferentes instrumentos, se puede concluir que los docentes no utilizan estrategias metodológicas ni actividades en las que tengan que armar o recortar y que en parte llamen la atención del alumno. Justifican que el tiempo es limitado para la elaboración de materiales creativos, impidiendo el desarrollo de habilidades. Los docentes procuran tener una actitud favorable y, a su vez, transmitir esa percepción a sus estudiantes; es decir, que no muestre aversión. Se determina que la docente no aprovecha los espacios que brinda el aula y la escuela en general para motivar su aprendizaje. Por lo que se recomienda al docente incentivar metodologías activas y constructivistas para hacer las lecciones más dinámicas y participativas, garantizándose así que los niños tengan mayor participación en la construcción de la lección.
The purpose of this study is to investigate the influence that the environment and motivation have on the learning of Mathematics in first cycle students of the San Pedro School. The general objective is to analyze the methodological strategies used by first cycle teachers in the subject of Mathematics that favor motivation and significant learning of the students. The research is framed within the qualitative approach and under the educational ethnographic-descriptive design. The bibliographic search made it possible to show the methodological strategies used by the teacher to favor motivation in the learning of Mathematics, as well as to identify the teacher's attitude and the influence it has on the academic performance of the students. In addition to the characteristics of the school environment to favor learning. To record the data obtained, an interview was designed for first cycle teachers, a questionnaire for first cycle students and six observations directed to the work done by the teacher, methodological strategies used, attitude towards students and characteristics of the environment that favor learning. The population consisted of two teachers, one of whom was in charge of two first cycle groups, and 61 first cycle students. The main results show that one teacher does not use methodological strategies in favor of motivating his students; instead, he appropriates the excessive use of photocopied material, which leads to insufficiency and routine. The teacher does not take advantage of the disposition, the student's interests, or the characteristics of the environment to favor learning in the subject of Mathematics. On the contrary, the other teacher makes an effort to get out of the traditional and seeks that the students respond to this attitude and tries to take advantage of the characteristics of their environment. According to the information provided in the different instruments, it can be concluded that teachers do not use methodological strategies or activities in which they have to assemble or cut out and that partly call the students' attention. They justify that time is limited for the elaboration of creative materials, impeding the development of skills. Teachers try to have a favorable attitude and, in turn, transmit that perception to their students; that is, not to show aversion. It is determined that the teacher does not take advantage of the spaces provided by the classroom and the school in general to motivate their learning. Therefore, it is recommended that the teacher encourage active and constructivist methodologies to make the lessons more dynamic and participatory, thus ensuring that children have greater participation in the construction of the lesson.
The purpose of this study is to investigate the influence that the environment and motivation have on the learning of Mathematics in first cycle students of the San Pedro School. The general objective is to analyze the methodological strategies used by first cycle teachers in the subject of Mathematics that favor motivation and significant learning of the students. The research is framed within the qualitative approach and under the educational ethnographic-descriptive design. The bibliographic search made it possible to show the methodological strategies used by the teacher to favor motivation in the learning of Mathematics, as well as to identify the teacher's attitude and the influence it has on the academic performance of the students. In addition to the characteristics of the school environment to favor learning. To record the data obtained, an interview was designed for first cycle teachers, a questionnaire for first cycle students and six observations directed to the work done by the teacher, methodological strategies used, attitude towards students and characteristics of the environment that favor learning. The population consisted of two teachers, one of whom was in charge of two first cycle groups, and 61 first cycle students. The main results show that one teacher does not use methodological strategies in favor of motivating his students; instead, he appropriates the excessive use of photocopied material, which leads to insufficiency and routine. The teacher does not take advantage of the disposition, the student's interests, or the characteristics of the environment to favor learning in the subject of Mathematics. On the contrary, the other teacher makes an effort to get out of the traditional and seeks that the students respond to this attitude and tries to take advantage of the characteristics of their environment. According to the information provided in the different instruments, it can be concluded that teachers do not use methodological strategies or activities in which they have to assemble or cut out and that partly call the students' attention. They justify that time is limited for the elaboration of creative materials, impeding the development of skills. Teachers try to have a favorable attitude and, in turn, transmit that perception to their students; that is, not to show aversion. It is determined that the teacher does not take advantage of the spaces provided by the classroom and the school in general to motivate their learning. Therefore, it is recommended that the teacher encourage active and constructivist methodologies to make the lessons more dynamic and participatory, thus ensuring that children have greater participation in the construction of the lesson.
Descripción
Licenciatura en pedagogía con énfasis en I y II ciclos de la educación general básica.
Palabras clave
ESTRATEGIAS DE ENSEÑANZA, MATEMÁTICAS, ENSEÑANZA DE LAS MATEMÁTICAS, MOTIVACIÓN, ENSEÑANZA PRIMARIA, TEACHING STRATEGIES, MATHEMATICS, TEACHING MATHEMATICS, MOTIVATION, PRIMARY EDUCATION