Estrategias metodológicas para reforzar la enseñanza de la

Educativa Isabel de Godin

Angel Marcelo Soto Moreno

*

ABSTRACT

The Ministry of Education of Ecuador, considering that the

methodological strategies to reinforce the teaching of

mathematics, considering developmental thinking. The 21st

century skills, which transform traditional teaching

methods, are coupled to these competencies. A

bibliographic research considers several sources related to

the proposed objectives, the scientific method is

considered and a participative observation, which allows to

know in a direct way the information for its study.

Keywords: Strategies - teaching - reinforcement

mejorar la enseñanza de forma integral. El presente artículo

muestra la revisión de literatura relacionada a las

estrategias metodológicas para reforzar la enseñanza de la

matemática, considerando el pensamiento desarrollador.

Se acopla a dichas competencias las habilidades del siglo 21,

Palabras clave: Estrategias - enseñanza - refuerzo

INTRODUCTION

Currently, the Ministry of Education of Ecuador (MinEduc) is aware of the needs and

shortcomings that students present at the end of secondary education, and it is

necessary to adapt its curriculum, whose purpose is to provide the individual with a

coherent and participatory participation and to make them active entities in the society

of today's world.

The mathematics teacher at the Isabel de Godin Educational Unit in the city of Riobamba

must adapt to changes and transformations, which leads to the implementation of new

mathematics, through the use of simulations and educational software, providing the

student with a tool for testing and manipulation through analysis, synthesis and the

development of creative thinking.

It is important to emphasize that the teaching of mathematics should begin with a brief

motivating introduction, thus awakening the interest and performance of the students,

without leaving aside their previous knowledge, personal intuition and learning methods

known to them as a result of their intra- and extra-mathematical socialization process

(Mora, 2002). As teachers we must consider that at present, we have several resources,

ideas and means that serve to promote and initiate mathematical activities with our

students, and we must put them into practice to improve the educational activity day by

social interaction, reading comprehension and text production; the second emphasizes

the development of rational logical thinking; the third promotes the responsible use of

technology and encourages computational thinking, and the fourth competence allows

the development of the evaluation indicators proposed by the prioritized curriculum

with its four competencies.

Through methodological strategies, criteria, principles and procedures can be identified,

where teaching, learning and the teachers' way of acting are established. It is essential

that at the beginning of the classes, the teacher asks the students about the purpose of

learning the subject of study, encouraging them to participate by establishing objectives

for the class or unit, suggesting strategies and procedures. The various teaching

techniques or strategies serve to guide and direct learning towards the desired results,

proceeding in an intelligent and orderly manner to achieve the increase of

knowledge.(Gordón et al., 2022)..

that are presented in this field from the point of view of the different actors involved in

the process (students, teachers, educational institutions and governmental

bodies).(Grisales Aguirre, 2018).

In reference to the methodology, the work was organized under two criteria: first, an

inspection was made of the articles related under the established delimiters, using the

following online databases: Dialnet, Scielo, Science Direct and Redalyc. Then, the

references found were reviewed in order to discover the related topics, define the

categories of analysis and review the references to other authors whose works are

related to the search objective.(Grisales Aguirre, 2018).

According to López-Quijano (2014), it is stated that "Today's student needs learning

International Student Assessment (PISA), so that students become aware of the

fundamental role that mathematics plays at the local, national and international level, so

they can make decisions and value judgments, which will allow them to be constructive,

communicational, mathematical, digital and socioemotional competencies, which will

help to reinforce the methodological strategies in the teaching of mathematics:

The role of the teacher today is to help educate oneself, considering that students should

be the generators of their own knowledge, while teachers are the facilitators of this

process. All techniques and strategies must be present in the educational activity, not

only to teach disciplinary and interdisciplinary contents, but we teach people how to

educate themselves, using the best tools, in our context the four fundamental

competencies of the 21st century. (Pérez Gómez, 2012)

Through developmental learning we will transform and improve education and especially

student to research, discovery and not memorization according to their interests and

the environment where the educational activity takes place. Being the teaching methods

a fundamental pillar where the teacher and the student have an active participation in

the development of the educational activity, we hope to develop in the students their

degree of participation and creativity, in order to reinforce the teaching of mathematics.

Teachers, as the main actors in the school, must take advantage of all resources and

materials to foster curiosity for research in our students.

Methodological strategies based on developmental thinking will favor learning and at the

same time improve reinforcement in the teaching of mathematics at the high school

level, based on the four competencies currently proposed by the Ministry of Education.

Grisales Aguirre, A. M. (2018). Use of ICT resources in mathematics education:

Kanhime Kasabube, M., & González Hernández, W. (2016). Methodological strategy to

Mora, C. D. (2003). Strategies for learning and teaching mathematics. Journal of Pedagogy,