El trabajo colaborativo: una estrategia para favorecer el aprendizaje de la Matemática en el décimo año de EGB

Abstract

The present investigation began with a diagnosis at a social, economic and academic level to the students, where a problem of academic performance was evident. One of the possible causes seems to be the lack of group or collaborative work in the learning process in the area of Mathematics. To promote collaborative work in the learning of Mathematics in the tenth grade parallel "A" of the Educational Unit "Julio M. Matovelle". The action research methodology was used for the collection of information; Several instruments were established: interviews, questionnaire, test type test, sociogram, among others. An intervention plan was proposed based on the collection of the information obtained, which makes it possible to erect that the learning of mathematical contents has not acquired the necessary skills to develop much more complex content. Thus, collaborative work addresses the conceptualization of mathematical contents to develop procedural contents as a result of the work groups established through three ways: affinity, sociogram and random. The results show an improvement in academic performance as a result of the application of a more practical methodology, favored a 1.02 in the general average of grades in students in the learning of Mathematics, contributing to the full development of academic performance. We can conclude that this type of collaborative strategies facilitate the learning of mathematical content in students, because it was found that they do improve in their grades.