Educación matemática realista para la resolución de problemas en educación secundaria

• Autor: Cruz López,, Luis Humberto
• Formato: otro
• Fecha de Publicación: 2021
• Institución: Universidad Nacional de Trujillo
• Repositorio: UNITRU-Tesis
• Lenguaje: español
• OAI Identifier: oai:dspace.unitru.edu.pe:20.500.14414/17425
• Enlace del recurso: https://hdl.handle.net/20.500.14414/17425
• Nivel de acceso: acceso abierto
• Materia: Educación secundaria; Resolución de problemas; Matemáticas; Educación Matemática

This Work of Professional Assessment has the purpose of improving the resolution of problems of the students of the 1st grade of Secondary Education of the I.E. Nº 64736 “Flor de Selva” of the Flor de Selva village, of the Pampa Hermosa district, of the Ucayali province, of the Loreto Region, by means of the use of Realistic Mathematics Education. The problem observed in the students of the 1st grade of Secondary Education, in the development of problem solving, was the following: Most students are unable to pose problems based on a situation or a given fractional numerical expression. They present deficiencies in the process of expressing understanding of numerical concepts, operations and properties, and units of measurement; they have difficulties in selecting a variety of procedures such as mental calculation, estimation, and measurement; they fail to elaborate statements about the possible relationships between natural, integer, rational, and real numbers, their operations and properties. In this sense, the proposal "Realistic Mathematics Education for problem solving in Secondary Education" was proposed, which seeks to develop strategies that allow improving the use of daily situations to solve problems. Problem solving is based on Ausubel's Theory of Meaningful Learning, Vygotsky's Theory and Jean Piaget's Theory; on the other hand, Realistic Mathematics Education is based on the theory of Hans Freudenthal, who proposes that the teaching of mathematics should be connected to the students’ reality. For the development of the proposal to solve mathematical problems, the didactic strategy Realistic Mathematics Education was used, which includes activities at the situational level, referential level, general level and formal level. The proposal for the use of Realistic Mathematics Education improves the resolution of problems of Secondary Education students, in the abilities referred to translating quantities into numerical expressions, communicating their understanding of numbers and operations, using estimation and calculation strategies and procedures, and arguing statements about numerical relationships and operations, as indicated in the competence of solving quantity problems in the Mathematics Area.