Efecto del uso de estrategias innovadoras en el proceso enseñanza–aprendizaje de las matemáticas en estudiantes de primer año universitario.

Authors

  • Hilmar Castro Profesora Quality Leadership University – Panamá

DOI:

https://doi.org/10.37387/ipc.v7i3.119

Keywords:

Educational innovation, higher education, University course, mathematics teaching, learning method

Abstract

Abstract The focus of this research is mainly qualitative. The population of this study is represented by QLU students taking the Algebra course in the period 1 of 2018, in total 55 students. In order to gather information related to the learning process, two instruments were designed: a pre-test and a final exam. Once the pre-test and final exam data were collected, statistical tools were applied to describe the data and try to find relationships between the tests. From the pre-test, it was determined that 45% of the students do not have the necessary skills to successfully develop a university-level algebra course. However, at the end of the course, after applying innovative teaching strategies, 65% of approved students were obtained, 10% more than expected a priori. Moreover, of that 45% that was not prepared, 40% were able to pass the course satisfactorily. It can be concluded that innovative strategies have a positive effect on the teaching-learning process of QLU freshmen.

 

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Published

2019-11-27

How to Cite

Castro, H. (2019). Efecto del uso de estrategias innovadoras en el proceso enseñanza–aprendizaje de las matemáticas en estudiantes de primer año universitario. Investigación Y Pensamiento Crítico, 7(3), 49–67. https://doi.org/10.37387/ipc.v7i3.119

Issue

Vol. 7 No. 3 (2019): Investigación y Pensamiento Crítico

Section

Articles

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