Estrategias Pedagógicas para Favorecer el Aprendizaje del Razonamiento Algebraico en los Estudiantes de Primer Semestre de Ingeniería Ambiental de la Universidad de la Guajira – Sede Fonseca

Abstract

The current social dynamics imply that teaching-learning processes are carried out in a comprehensive and participatory manner; where each student becomes a builder of their knowledge and finds use in all the conceptual baggage they acquire in the educational environment at the primary, secondary or higher education level. In this order of ideas there is a call for the transformation of pedagogical practices, which must tend towards curricular transformation based on experience and Taking into account a need found in the university space, the following research is presented called: Pedagogical strategies to promote the learning of algebraic reasoning in a group of first semester students of Environmental Engineering, in order to identify the shortcomings in the students and from there, generate a pedagogical reflection that allows promoting relevant actions that strengthen learning and lead to a reduction in repetition and dropout levels at the University of La Guajira.