Desarrollo del razonamiento matemático a través de la metodología steam en estudiantes de grado sexto

The present research work evaluates the changes in the development of mathematical reasoning of sixth grade students at the José María Córdoba Educational Institution in Tauramena, Casanare, after the implementation of a didactic sequence based on STEAM methodology (Science, Technology, Engineering, Art and Mathematics) and the Project Based Learning (PBL) approach. To achieve this, use tools such as Arduino and Micro:bit cards, in projects such as 3D printers, thermometers, pedometers, water level sensors and robotic cars. The purpose of this proposal is to contribute to overcoming the difficulties evident within the student community of the Educational Institution, in relation to the lack of exploration, understanding of recognition, perception, typification, characterization of variation and change in different contexts, as well as such as its representation through graphics, iconic, verbal, gestural language and tables. All of this is done with the purpose of enhancing mathematical reasoning skills in students. The design of the components of the didactic sequence is mainly based on the STEAM methodology, the constructivist approach and the guidelines recommended by the Ruta N and Parque Explora institutions of the city of Medellín, along with the curricular guidelines and the basic standards of competencies in mathematics established by the Ministry of National Education (MEN) in order to promote the development of a pedagogical perspective focused on the implementation of educational projects. Likewise, the theory of meaningful learning developed by Ausubel, a pillar of constructivism, is taken into account. The methodology used is experimental, in light of a quantitative research perspective of quasi experimental design. This proposal is structured in four stages. In the first stage, the proposal is developed, addressing the selected problem, validating its scope and defining the methodological design through the study of precedents and theoretical foundations. In the next stage, the verification of the needs for implementation is carried out, the collection of information is designed, strategies are developed for the application of the proposal and the necessary resources are validated. The third stage focuses on execution, where a pre-test is carried out to identify prior knowledge on each topic, methodological and technological strategies are implemented using Arduino, Micro: Bits and applications from the PLAY STORE, in a practical approach based on STEAM and PBL methodology. In addition, a post-test is carried out with each topic worked on, information is observed and collected, evidence is organized and compiled to evaluate the field work. Finally, in the results evaluation phase, the information is systematized, the results are processed, graphs are interpreted, the scope and achievement of the objectives is verified, and the research is concluded.

• Autores: Ruiz Torres, Oscar Alexander
• Fecha de publicación: 2023
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• OAI Identifier: oai:repositorio.uptc.edu.co:001/17556
• Acceso en línea: https://repositorio.uptc.edu.co/handle/001/17556
• Palabra clave: Maestría en Didáctica de la Matemática --Tesis y disertaciones académicas; Enseñanza de las matemáticas; Matemáticas; Tecnología educacional
• Rights: openAccess
• License: http://purl.org/coar/access_right/c_abf2