Contextualized Problem Solving in Primary School Students| Stephy Publishers

 



Abstract

The objective of the present study was to explore and describe the influence of a proposal that returns to Problem Based Learning for the application arithmetic principles in the solution of problems in sixth grade students of primary education. Eighty-six of sixth grade students participated with an average age of 11.0 years. The intervention strategy was carried out in nine sessions lasting approximately one hour each. The results in general, do not show statistically significant differences in the performance of the execution in the resolution of problems between pre-test and post-test conditions, however, it was observed through the students' report that they had experienced knowledge acquisition based on the content of the intervention.

Keywords: Problem solving, Problem based learning, Arithmetic, Primary school

Introduction
Mathematical knowledge is a skill that is present from a very early age,1-3 develops according to chronological age and with school learning Berch4 defines mathematical knowledge as a set of skills such as awareness, intuition, recognitions, knowledge, experience, ability, desire, sensation, explanation, processing, conceptual structure and mental schemes of the number and its applications. Within the educational context the pedagogical implications are on the development of mathematical skills are much more complex than intuition to quantitative elements;4,5 In other words, it must be a way of thinking that involves and connects all aspects of mathematics teaching and learning, putting into practice different constructivist strategies that involve paradigms related to the theoretical conception and the empirical findings reported so far4 giving meaning and functionality to the knowledge that students will learn, an example of this is the resolution of contextualized arithmetic problems.

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