Evaluación Matemática desde el enfoque del Pensamiento Divergente.

Abstract

Frequently, the evaluation of the process of teaching and learning of Mathematics in Ecuador is to measure the specific contents or skills. The Mathematical evaluation is deficient, for measuring the application of algorithms or procedures in basic problems. However, the mathematical evaluation has to evaluate the contents, skills and mathematical skills developed by the student in a specific context. Standardized assessments such as the Program for International Student Assessment (PISA) and the Program for International Assessment of Students for Development (PISA-D) of the Organization for Economic Cooperation and Development (OECD) check the mathematical competences, skills and abilities in solving mathematical problems that involve the use of Mathematics in real student contexts. To improve the Mathematical evaluation in Ecuador, this project focuses its object of study in the Mathematical evaluation from the development of divergent thinking. It is necessary to compare the problems proposed in the instrument of evaluation of the educational institution with the Mathematical competences developed in the PISA-D, through an analysis of difficulty solving problems. The research is mixed, so it uses quantitative and qualitative methods for data collection and analysis; among them we have the following: bibliographic review, interviews, questionnaires, secondary data, observation and triangulation of data. The product of the investigation is an evaluation instrument that contains problems that develop divergent thinking and respond to the mathematical competences in PISA-D.