Competencias matemáticas en estudiantes de cuarto grado, comparativa entre una institución pública y una privada
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Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La búsqueda de nuevos caminos para formar a los estudiantes y dar salida a los problemas detectados en el área de las matemáticas implica contar con un currículo articulado por competencias. Por ello, el objetivo del estudio comparar el nivel de conocimiento matemático que tienen los niños del cuarto grado del nivel primario de una institución educativa estatal y una institución educativa privada. El diseño empleado fue descriptivo comparativo. La muestra la conformaron 60 estudiantes de una institución educativa privada y 60 de una institución educativa estatal. El instrumento empleado fue el EVAMAT: Prueba para la Evaluación de la Competencia Matemática. Los resultados evidenciaron que la institución privada tiene un mayor porcentaje de alumnos con un nivel óptimo de competencias matemáticas siendo el 34%, la institución estatal tan solo lo alcanzaron el 18% de los estudiantes de forma general. Se concluyó que el desarrollo de las competencias matemáticas muestra una marcada diferencia entre las instituciones sujeto de estudio, indicando la necesidad de mejora en la I.E.E en relación a los niveles alcanzados por la I.E.P
The search for new ways to train students and find solutions to the problems detected in the area of mathematics implies having a curriculum articulated by competencies. Therefore, the objective of the study was to compare the level of mathematical knowledge of children in the fourth grade of primary school in a state educational institution and a private educational institution. The design used was descriptive and comparative. The sample consisted of 60 students from a private educational institution and 60 from a state educational institution. The instrument used was the EVAMAT: Test for the Evaluation of Mathematical Competence. The results showed that the private institution has a higher percentage of students with an optimal level of mathematical competencies, 34%, while the state institution only reached 18% of the students in general. It was concluded that the development of mathematical competencies shows a marked difference between the institutions under study, indicating the need for improvement in the I.E.E in relation to the levels reached by the I.E.P.
The search for new ways to train students and find solutions to the problems detected in the area of mathematics implies having a curriculum articulated by competencies. Therefore, the objective of the study was to compare the level of mathematical knowledge of children in the fourth grade of primary school in a state educational institution and a private educational institution. The design used was descriptive and comparative. The sample consisted of 60 students from a private educational institution and 60 from a state educational institution. The instrument used was the EVAMAT: Test for the Evaluation of Mathematical Competence. The results showed that the private institution has a higher percentage of students with an optimal level of mathematical competencies, 34%, while the state institution only reached 18% of the students in general. It was concluded that the development of mathematical competencies shows a marked difference between the institutions under study, indicating the need for improvement in the I.E.E in relation to the levels reached by the I.E.P.
Description
Vol. 7, No. 28
Keywords
Competencias matemáticas, Conocimiento matemático, Estudiantes, Institución pública, Institución privada, Mathematical competencies, Mathematical knowledge, Students, Public institution, Private institution, Competências matemáticas, Conhecimento matemático, Estudantes, Instituição pública, Instituição privada