La resolución de problemas matemáticos y su incidencia en el aprendizaje del pensamiento aleatorio de los estudiantes de quinto grado de educación básica de la Institución Educativa Liceo Joaquín F. Vélez.

Abstract

In recent years, Colombia has been questioned for its low scores in external tests responsible for measuring the quality of education in the country, in regards to mathematics, specifically, statistics, probability and problem solving skills, those are usually the lowest scores. This could be due to the fact that many children have difficulties understanding mathematics, its processes, terminologies, algorithms and, above all, children are unable to solve mathematical problems. Polya, (1965) shows the importance of developing this skill among students, by presenting the Heuristic Method which guides the student to follow some steps to facilitate the resolution of problems, in addition to helping them to be more autonomous, and acquire new Mathematical knowledge in a simpler way than we are used to looking at mathematics. That is the reason why this research project aims to analyze the incidence of solving mathematical problems in the learning of random thinking, which was carried out using the case study methodology, since it is the most appropriate design to address the analysis and review in detail particular aspects of an academic event. According to Merrian (1988), who defines the case study as particularistic, descriptive, heuristic and inductive. This field study will be carried out, applying workshops to the students and recording the observations in a field journal to demonstrate that when children develop this ability, their learning process becomes easier. Taking into account the methodology used in this research (case study), 3 significantly accepted general phases were raised and developed. Taking the classification of Pérez Serrano (1994) and Martínez Bonafé (1990), in Gómez, P. (2012), which propose 3 phases; 1 Pre-active phase, 2 Interactive phase and 3 Post-active phase, in order to determine the characteristics of the situation under investigation by the Liceo Joaquín F. Vélez Educational Institution. As a result of the analysis we obtained that when applying the first workshop they could solve it in a simple way and applied most of the heuristic steps. Later they solved the second workshop and in the same way by applying the steps they were able to solve the exercises. During the application of the workshops, We could see that as students appropriate the steps to solve mathematics problems, the acquire mental abilities to perform calculations With this it can be concluded that the problem-solving competence has an affirmative impact on the process of learning random thinking and also allows students to develop skills and abilities for mathematical processes.