La presente investigación ha tenido como objetivo determinar la relación que existe entre el estilo de aprendizaje autónomo y el nivel de competencia de resolución de problemas en los estudiantes del curso de Matemática I del primer ciclo de la Universidad San Ignacio de Loyola, Lima, 2015. Se trabajó mediante un enfoque cuantitativo y se utilizó el diseño descriptivo correlacional, de tipo no experimental y transversal. La población estuvo conformada por 380 estudiantes del curso de matemática I; en el rango de edad entre 16 y 18 años. Se tomó como muestra a 201 estudiantes, a la que se aplicó un cuestionario de 20 ítems para la variable estilo de aprendizaje autónomo y 20 ítems para la variable nivel de competencia de resolución de problemas. Para determinar la validez de los instrumentos se hizo una evaluación mediante juicio de expertos y para determinar la confiabi...

Recurso educativo dirigido a estudiantes de 5to grado de primaria el cual contiene actividades para el desarrollo y consolidación de las competencias matemáticas: Resuelve problemas de cantidad, Resuelve problemas de regularidad, equivalencia y cambio, Resuelve problemas de forma, movimiento y localización y Resuelve problemas de gestión de datos e incertidumbre.

 Currently, teacher training demands more flexible, active and participatory teaching proposals, adapted to the needs and characteristics of 21st century students, aimed at developing a set of skills and abilities that respond to a profile that allows them to face the demands social and labor. In this sense, one of the strategies that responds to this is collaborative work that allows them to assume responsibility for their learning, reflect on their cognitive processes and develop knowledge of different complexity. In this context, the objective of this research was to conceptually review what is referred to as collaborative work, as well as its contributions and challenges in teacher training. To this end, the literature on the subject proposed in recent years has been reviewed and analyzed through an exploratory-descriptive methodology. The findings allow us to highlight that tea...

 Currently, teacher training demands more flexible, active and participatory teaching proposals, adapted to the needs and characteristics of 21st century students, aimed at developing a set of skills and abilities that respond to a profile that allows them to face the demands social and labor. In this sense, one of the strategies that responds to this is collaborative work that allows them to assume responsibility for their learning, reflect on their cognitive processes and develop knowledge of different complexity. In this context, the objective of this research was to conceptually review what is referred to as collaborative work, as well as its contributions and challenges in teacher training. To this end, the literature on the subject proposed in recent years has been reviewed and analyzed through an exploratory-descriptive methodology. The findings allow us to highlight that tea...