Alternativa curricular para el desarrollo de la competencia en la resolución de problemas en el 9°B, Institución “Julio María Matovelle

Abstract

The problem solving is a fundamental content in the teaching and learning of mathematics, which is why several countries have expressed it in their curricular proposals, among them, Ecuador. This paper analyzes how these curricular proposals are reflected, on problem solving, in the 9th grade school text, in relation to the algebra and functions block. During the investigation, a deep theoretical review was carried out regarding the teaching-learning process of problem solving and the development of competence in students to solve problems, establishing important conceptualizations and characterizations, which served as the basis for the operationalization of variables: formulation of mathematical problems and competence in solving problems. Then a mixed methodological design was carried out aimed at verifying the manifestation of both variables as an initial diagnosis in the textbook of 9th grade of the GBS and the parallel 2 of the Educational Unit “Julio María Matovelle”, through observation participant, teacher interview, initial test; which showed vast deficiencies in their indicators. Subsequently, a curricular alternative was designed, applied and evaluated, whose center had the proposal to modify the formulations of textbook problems, yielding significantly higher results than initially obtained, which is taxed to improve competition for problem solving by students.