Estilos de enseñanza y competencias matemáticas: una propuesta de mejora
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Los estilos de enseñanza permiten optimizar el aprendizaje de los estudiantes logrando que puedan ser capaces de desenvolverse en las competencias, capacidades y habilidades de acuerdo a las necesidades que se establecen en el sistema educativo. Por tal razón, el objetivo de este estudio es determinar la relación de los estilos de enseñanza y las competencias matemáticas en una institución educativa pública del distrito de Ventanilla. La metodología tuvo un enfoque cuantitativo con diseño no experimental, de análisis correlacional. La muestra estuvo conformada por 61 estudiantes de 4to grado de primaria. Como instrumento fueron usados dos cuestionarios que fueron validados por expertos, acerca de la variable estilos de enseñanza con 4 dimensiones, y la variable competencias matemáticas. como resultado de la relación directa y positiva entre los estilos de enseñanza y las competencias matemáticas en el Rho = 0.620 lo que indica que se obtuvo un nivel positivo considerable presentando una p= 0.000 (muy significativo). De esta manera, se concluyó que los docentes deben considerar los estilos de aprendizaje que tienen sus estudiantes para así mejorar las competencias matemáticas
The teaching styles allow optimizing the learning of students so that they can be able to develop competencies, abilities and skills according to the needs established in the educational system. For this reason, the objective of this study is to determine the relationship between teaching styles and mathematical competencies in a public educational institution in the district of Ventanilla. The methodology had a quantitative approach with a non-experimental design and correlational analysis. The sample consisted of 61 students in 4th grade of elementary school. As an instrument, two questionnaires were used, validated by experts, about the variable teaching styles with 4 dimensions, and the variable mathematical competences. As a result of the direct and positive relationship between teaching styles and mathematical competences in the Rho = 0.620, which indicates that a considerable positive level was obtained, presenting a p= 0.000 (very significant). Thus, it was concluded that teachers should consider the learning styles of their students in order to improve mathematical competencies.
The teaching styles allow optimizing the learning of students so that they can be able to develop competencies, abilities and skills according to the needs established in the educational system. For this reason, the objective of this study is to determine the relationship between teaching styles and mathematical competencies in a public educational institution in the district of Ventanilla. The methodology had a quantitative approach with a non-experimental design and correlational analysis. The sample consisted of 61 students in 4th grade of elementary school. As an instrument, two questionnaires were used, validated by experts, about the variable teaching styles with 4 dimensions, and the variable mathematical competences. As a result of the direct and positive relationship between teaching styles and mathematical competences in the Rho = 0.620, which indicates that a considerable positive level was obtained, presenting a p= 0.000 (very significant). Thus, it was concluded that teachers should consider the learning styles of their students in order to improve mathematical competencies.
Description
Vol. 7, No. 31