Aprendizaje basado en problemas, ABP : una propuesta para transformar la enseñanza-aprendizaje de las aplicaciones de la trigonometría en la solución de triángulos en el grado 10º

Abstract

Research’s object was to determine the relative effectiveness of ABP, compared with the traditional method for developing problem-solving skills in learning applications solving triangles in 10th grade of School El Progreso, El Carmen Viboral, Antioquia. The teaching and learning of mathematics teaching strategy supported with problem-based learning allows students and teachers to approach the knowledge of a similar way as scientists do so; Following six steps: the first step is a situation of doubt, student’s perplexity caused by problem situation posed by the teacher, the second is a moment of "suggestions" where the mind leaps forward in search of a possible solution (Dewey, 1933, p . 102). The third step "intellectualization" of the difficulty has been perceived to make it a problem to be solved (Dewey, 1933, p. 103). The fourth is "the leading idea or hypothesis," which are based on the formulation of explanations or possible solutions suggested (Dewey, 1933, p. 104). The fifth step is the "reasoning" is the rational development of an idea that is developed according to the abilities of each person (Dewey, 1933, p. 105). The final step is the "hypothesis testing" in real situations. This process was demonstrated through four problem situations focused from a real context "remodeling of the main park of Carmen de Viboral" in order to motivate students to learn some math concepts and skills development to resolve problems. The research methodology was a quasi-experimental design with an the experimental group comprised of 38 students of grade 10º1, and a control group with 37 students of grade 10º2. It was used as a technique for data collection testing pre-test before treatment and post-test test following treatment that was applied to both groups; following this it was used a scale of student satisfaction with the traditional methodology in both groups, and the level of satisfaction with the teaching strategy ABP was applied only to the experimental group; direct observation, and portfolio with the evidence of all the constructions of the students. The application of the experimental teaching strategy was applied for four months, with a time of four hours a week intensity, in which the four problem situations were implemented. As an interpretation of the findings was concluded that 86.5% of students find math classes as interesting, contextualized, applicable and significant, compared with the before treatment where only 44.4% were satisfied with the math classes with the traditional methodology, with a difference in change of attitude ratio of 42.1%. In the comparative analysis of specific skills acquisition shows that the experimental group proved to be mathematically competent with respect to the control group in all aptitude evaluated: modeling capacity, inductive, communicative and procedural skill. Moreover, the research project also helps with the following added value: 10 students had the opportunity to learn more about their culture potter through the design and construction of mosaics that offered the house of culture for free.