Ciencias Humanas y de la Educación

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/408

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Autor/a: search.filters.author.Matute Sampedro Katherine MichelleTema: search.filters.subject.RESOLUCIÓN DE PROBLEMAS

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    Item type:Ítem,
    El método heurístico en el aprendizaje de la Matemática de los estudiantes de sexto y séptimo grado de Educación General Básica de la Unidad Educativa ''Glenn Doman'', de la ciudad de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-17)
    Matute Sampedro Katherine Michelle
    ;
    Tello Vasco Luis Rafael
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    This research work falls within the line of social and educational behavior research. The objective is to analyze the pilot application of the heuristic method in Mathematics learning with sixth and seventh-grade students of Basic General Education at the "Glenn Doman" Educational Unit in the city of Ambato. The study follows a pre-experimental design with a mixed approach, including bibliographic methodology and field study, reaching an applicative level. The population consisted of 42 students from sixth and seventh grades, and 2 Mathematics teachers. A test was used as a technique and a questionnaire as an instrument directed to students, while interviews were conducted with teachers using an interview script as an instrument. The results revealed that at the beginning of the study, 38.1% of the evaluated students were at a school failure level, and 88.1% were at the level of achieving learning outcomes. After the intervention with the heuristic method, 97.6% mastered the learning outcomes, and 2.4% achieved the learning outcomes, indicating a significant improvement in learning and understanding of content, as well as in the development of mathematical skills. It is concluded that the heuristic method represents a highly effective strategy for teaching mathematics. However, its implementation requires an adaptive approach and constant support to ensure that all students can benefit from its advantages