Design and evaluation of a didactic innovation based on mathematical contextualization
DOI:
https://doi.org/10.47553/rifop.v98i37.3.96985Abstract
This study examines the effects of mathematical contextualisation as a methodological approach aimed at promoting Mathematical Competence, and in particular, the processes of problem solving and reasoning. In this sense, the implementation of innovative proposals to improve the professional practices of Mathematics teachers is essential in pedagogical terms, as both the Organisation for Economic Co-operation and Development (OECD) and the National Council of Teachers of Mathematics (NCTM) have highlighted the need to improve Mathematical Competence due to the poor academic results in this area. The study involved 23 participants in the fifth year of Primary Education in a public school in the Region of Murcia. The study design is quasi-experimental, with pre-test and post-test. For data collection, a questionnaire was designed with different aspects related to the processes of problem solving and reasoning, validated through expert judgement using the Angoff method. Data analysis was carried out using a quantitative, descriptive and inferential methodology. After the intervention carried out in the classroom and its subsequent evaluation, satisfactory results have been obtained for the objectives set out in the study and the improvement of the problem-solving and reasoning processes. These results lead us to reflect on the possibility and need to develop these approaches in the training offered to teachers in this area.
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