Sistema de actividades complementarias para contribuir al Aprendizaje de Matemática en 1ro de bachillerato en la UE Manuel J. Calle

Abstract

The present research aimed to develop and implement a system of complementary activities within a group of 120 first-year students in the Ecuadorian general unified high school system. This was done to contribute to the learning and reinforcement of curricular performance criteria reviewed virtually at the upper basic sublevel, which is related to the established curriculum at the Manuel J. Calle Educational Unit. Building upon the theoretical and methodological contributions of Gamboa et al. (2018) and Rea and Castro (2021), as well as ministerial agreements for establishing indicators for the operationalization of a system of complementary activities and mathematics learning, a mixed methodology was employed within a sociocritical paradigm. The research design used a preexperimental approach, which included diagnostic assessment and semi-structured interviews. The study identified the main difficulties in the assessment of the 10 performance criteria evaluated were identified, challenges included errors in operations with real numbers, particularly rational numbers, the application of algebraic properties, the use of symbolism to establish order relationships, and the formulation of problems in algebraic language, among others. The system of complementary activities addressed and reinforced these aspects through a series of six interconnected activities divided into two phases. The first phase involved random, non-led groups, while the second phase featured a group leader with intentionally assembled teams based on performance using cooperative learning. The results indicate that the intervened students are approaching mastery, with their scores increasing from 1.61 to 4.77 points. These results also reveal a preference for the leader-led groups.