Estrategia didáctica para la enseñanza de las matemáticas en sexto grado

Abstract

The present monograph work is developed as a result of the reflection made to the teaching practice in the Mathematics area in relation to the difficulties of sixth grade students when solving mathematical problems associated with the addition and subtraction of natural numbers. An analysis of the problem is carried out from its international, national and finally institutional level, where a background check is made from the categories explored; the work of the Mathematics teachers from the teaching of the two basic operations (addition and subtraction) in the natural numbers, the importance of teaching Mathematics, the didactic strategies in the classroom and other relevant categories about the solution of problem situations as didactic for teaching in mathematics. Among the situations that influenced the approach of the problem are the academic reports that show the high rates of failure and the low percentage levels in the external and internal tests of this disciplinary area and the way in which Mathematics is perceived in the academic context in relation to being only a set of logical and operational structures, little presented in people lives and especially on our children lives. In the educational environment of the Institution, it was possible to identify a common need presented in other institutions and that is that the disciplinary function of Mathematics goes beyond focusing on the development of algorithmic operations managed by the teacher and based on actions that articulate the standardized academic competences, conducive to the maturation of knowledge and the development of the types of thinking of the students. The research carried out will allow the establishment of spaces for reflection, which allows the teachers of Mathematics of the Patillal Educational Institution to favor a change in the teaching of the problem situations associated to the addition and subtraction of natural numbers, as a means to strengthen strategies that allow exploring new areas of meaning generation in real context.