El Aprendizaje Cooperativo: una metodología para mejorar el proceso de enseñanza-aprendizaje de polígonos regulares

Abstract

In compulsory education, it is considered important for students to acquire competencies related to the learning of regular polygons, as it determines the achievement of mathematical knowledge and enables the understanding of their environment. In the pre-professional practice (PP), it was observed that students had difficulties in differentiating the concepts of perimeter and area, which complicated problem-solving. Therefore, this Curricular Integration Project addresses the shortcomings of seventh-year students at the "República del Ecuador" Educational Unit in the topic of regular polygons and the individualism present in their learning. The purpose of this study is to analyze the teaching and learning process of regular polygons by applying an educational intervention proposal based on Cooperative Learning (CL) by the authors Johnson et al. (1999). CL has one of its fundamental principles that students learn in cooperation, to address the established issues and develop social, communicative, and cooperative skills. The research method used was Action Research, inspired by Kemmis (1988) (plan, act, observe, and reflect), and it aligned with techniques such as participant observation, focus groups, interviews, and document analysis. The results of the CL application led to a significant change in the development and acquisition of mathematical skills, as well as the ability to work in heterogeneous groups, ranging from conflict to solidarity. In conclusion, this research contributes reflectively to the improvement of the teaching and learning process of regular polygons, -while also fostering- classroom solidarity.