Análisis de una experiencia de resolución de problemas de matemáticas en secundaria
ISSN: 0034-8082
Year of publication: 2010
Issue Title: La transición a la vida activa
Issue: 351
Pages: 557-569
Type: Article
More publications in: Revista de educación
Abstract
This article presents the design and results of an innovation programme for constructive teaching through learning by experience, in regard to problem solving in the Mathematics classroom. It was carried out in cooperative groups and with the teachers interaction. Twelve members of the teaching staff took part in the research; 6 of them were in the experimental group. Throughout the school year, the teachers in the experimental group were prepared methodologically to make the students think and act freely, for example by considering a good question from the student as the best reply (in a monthly session). They did the same thing with the contents to be taught, i.e. a group of non-routine problem situations (in a weekly session). The experience was carried out throughout the following school year, 2 hours per week. We studied the effect that this way of working had on 186 Secondary Education students of 6 Spanish public schools in several aspects: performance, skills to solve problems and the attitude students had towards Mathematics. At the end of the experience, the last two aspects improved in comparison with those who had followed a more traditional methodology. In addition, the students� creativity and construction of knowledge developed significantly, as well as their concentration and the skill to have dialogues in groups. They also learned to feel more comfortable in class and they participation grew, their persistance to search solutions and efficiency in team-work improved significantly. However, the teachers who worked on this experience did not prefered working in this way, they we in favor of teaching in the traditional way so they could continue with the usual exams and the students in the experimental group did not consider these sessions as �real� Mathematics.
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