Estrategias metodológicas para el fortalecimiento de la enseñanza de la sustracción bajo el marco del aprendizaje significativo en estudiantes de tercer grado del Colegio Provincial San José.

Abstract

The teaching-learning of addition and subtraction is facilitated taking into account the degree of difficulty of the different types of problems. Based on this idea, the present research focuses on methodological strategies for the reinforcement of the teaching of subtraction under the learning framework signified in third grade students, applied in the urban context in the City of Pamplona, at the College Provincial San José, Norte de Santander. The methodological reference focuses on qualitative research, of a descriptive type, the method used is the case study, and the phenomenon that is approached from the qualitative approach, are the Specific Learning Difficulties in the area of mathematics (Subtraction). It is important to consider that teachers intervene immediately in the face of learning difficulties that students succeed, if the difficulties are not intervened early they are completed. Therefore, it is essential that teachers clearly know each of the processes that the child requires for the development of mathematics., They allow the teacher to know the processes that require subtraction and at the same time know how to intervene in the face of the difficulties of learning, since the activities proposed in it are due to the stimulation of the primary or pre-recurring processes that require subtraction.