Apropiación del proceso de resolución de problemas matemáticos en estudiantes de grado cuarto

Abstract

This work presents the design and implementation of a Digital Didactic Sequence (DDS), whose purpose is to contribute to the appropriation of the non-routine problem-solving process, based on the heuristic method proposed by George Pólya (1989) specifically in the solution phases teaching. This project was developed with fourth-grade students from the Melanie Klein Bilingual School located in the city of Bogotá; where a learning and experimentation space was provided. They were asked to solve non-routine problems designed at three levels of complexity: platinum, gold, and diamond, which had a progressive difficulty in the mathematical requirements and the demand for autonomy of the students for their resolution, since at each level they are provided with aids related to understanding the problem-solving phases defined by Pólya. Each of the situations was framed in one of four thoughts: geometric, numerical, random, and variational. In the implementation, the students demonstrated appropriation of the phases of the process with and without the support of the questions that the teacher had in her design. Besides, it explores different solutions and elaborates representations, they used some technologies, which allowed them to solve the situations - problems of each level. The methodology whose purpose is to test interventions within the classroom that propose to improve learning. It is concluded that the implementation of the SDD contributed to the progressive appropriation of the problem-solving phases by the students and in this sense, the effectiveness of the proposed design was evaluated.