ABP para el mejoramiento de la comprensión de Ecuaciones de la Recta en primero de BGU en la UE Luis Cordero

Abstract

The teaching-learning of mathematics develops logical and critical skills in students, involves acquiring knowledge through active interaction and problem solving. The objective of this research is to compare the results of the application of a micro-planning based on Problem-Based Learning to improve the understanding of straight-line equations in first year BGU students, separated into two study groups. The study was based on the mixed approach of quasi-experimental type, 68 students participated in two parallel groups organized in control and experimental groups. The instruments used were a formative evaluation questionnaire, a survey to evaluate the PBL, an evaluation form and a co-evaluation. The pretest results show that, in both groups, they have low averages, since they are on the scale of being close to achieving the required learning. The traditional method was applied to the control group and the PBL methodological strategy to the experimental group; the results show that there was an improvement in comprehension in the experimental group. In conclusion, it is suggested to include the PBL methodological strategy to promote participation, interaction and improve comprehension in any subject related to mathematics.