La música vallenata como elemento nemotécnico para la enseñanza-aprendizaje de las razones trigonométricas

Abstract

This research work was developed with the objective of describing a teaching-learning process for the trigonometric ratios that link a musical mnemonics as a cultural practice, under the theoretical approach of Socioepistemology, which integrates philosophy of cultural experiences such as music. vallenata in the municipality of Urumita (La Guajira) to the teaching-learning process of students in a pleasant, motivated way and in this way mnemonics is taken as an alternative to easily remember some mathematical concepts. This qualitative work was framed within the paradigm of participatory action research, developing the phases of planning, action, observation and reflection, which allowed the description of the design, implementation and evaluation of musical mnemonics, giving rise to a sociological analysis. -epistemic research process. The study population was made up of adolescents whose ages range between 15 and 17 years, belonging to the tenth grade, with a sample of 15 students from the tenth grade, from the Urumita Agricultural Technical Educational Institution. The information was collected with the instruments of: teacher's field diary, talk with students, audio recording, video recording, semi-structured interviews, questionnaires, pre-test and post-test. At the end the conclusions are presented. With the implementation a musical mnemonics as a cultural practice, in the teaching-learning process of mathematics, it favored students to have a better disposition, better listening, more interest, more concentration and therefore an improvement in the academic part. At the same time, strengthen cultural customs and practices such as Vallenato music that represents the joy, enthusiasm and idiosyncrasy of a people eager to move forward every day.