Experimentos matemáticos desarrollados a través de la estrategia del Aprendizaje Basado en Proyectos para la enseñanza de “Conjuntos”

Abstract

The present research project sought to carry out an innovation in the educational field, with the main objective of developing mathematical experiments through the projectbased learning strategy (ABP) and analyzing its effect on the teaching-learning process on the subject of sets. To make this contribution, it was necessary to create transcendental spaces in the classroom, that is, the restructuring of the classroom environment and its components, the distribution of physical space, resources, methodology, strategies, activities, and evaluation. The restructuring of the spaces mentioned above led to their theoretical foundation. For this, the division of the philosophical bases of the investigation and the legal bases was established. Addressing the methodology of constructivism as the main one, for later, choose from the multiple strategies of this branch, project-based learning as the most indicated for the design of activities, experiments in the area of mathematics. Within the methodological process was the socio - critical paradigm, with a qualitative approach. For the collection of information and evaluation, qualitative and quantitative instruments were used such as anecdotal record, initial and final evaluation form, questionnaire and an evaluation rubric. The participants were 37 students from the 9th year of General Basic Education (EGB) parallel “A” of the Educational Unit “Luis Cordero” of the city of Azogues. After the methodological process, the proposal entitled “Experimentoteca” was implemented, which focused on the implementation of small experiments as final projects in each class session, through the project-based learning strategy. The results obtained were positive, there was an increase in grades and in a qualitative assessment of the classroom, aspects such as collaborative work, participation and enthusiasm of the students rose.