Incidencia de los principios teóricos de Jerome Bruner en la resolución de problemas.

Abstract

The subsequent research aims to describe the incidence of Bruner's theory Learning by discovery, in the competence of solving mathematical problems. There are several causes that make the teaching and learning of mathematics a tedious and insignificant process; among them the lack of motivation towards the area, inadequate materials, the objectives set, the curricular meshes, the methodology and the evaluation. Mathematics needs to be learned and taught in proper environments that stimulate the development of mathematical competencies in the student. In order to analyze this incidence, it was necessary to review the principles of Bruner's theory, such as the modes of representation and the strategies that it proposes when solving mathematical problems; aspects that were observed through the activities and analyzed from the field diary. The study of our research is framed in a qualitative approach; An approach that studies reality in its natural context, allowing the approach, approach, understanding and interpretation of the phenomena under study, a study that seeks to describe the incidence of this theory in mathematical problem solving competence. It became necessary to circumscribe this research in the typological design of action-research, especially because of its cyclical character, given in the reflection action-reflection, which allows “understanding and solving specific problems of a collectivity linked to an environment, frequently applying the theory and best practices” (Hernández-Sampieri and Mendoza, 2018, p.552). The research concludes that each of the principles of Bruner's theory are fundamental within the teaching-learning process, that each one of them affects the student and provides principles to the teacher so that this process occurs successfully and a learning by discovery by the student is really achieved. It is recommended that each of these aspects be taken into account within the area, because they have a significant influence on the student’s ability to solve mathematical problems and allows the teacher to identify different ways to develop strategies.