Incidencia de la metodología Macoba en el aprendizaje de las operaciones básicas de los estudiantes del grado 3-2 de la Institución Educativa Técnico Rafael García Herreros.

Abstract

A learning environment is constantly changing, requiring teachers to update themselves in order to provide high quality teaching that fills the gaps and perspectives of their students. Based on diagnostic tests and state test results, there is a low performance in mathematics in third grade, specifically difficulties such as low appropriation of basic mathematical operations and internalization of them. Therefore, the objective of this research is to analyze the incidence of the MACOBA methodology in the learning of basic mathematical operations of students in grade 3-2 of the IETRGH, seeking from the proposed methodology and application of OVAS, students strengthen their shortcomings, with pedagogical strategies and teacher support, since this problem is reflected in the mathematical processes of later grades. This study is developed through the qualitative research approach and the action-research design, based on the model of Kemmis and McTaggar (1988), taking into account four phases, diagnosis and recognition of the initial situation, development of an action plan, action, observation of effects in the context and reflection, base effects for a new planning; likewise, the categories are handled: MACOBA methodology (Methodology of Collaborative Learning for the Production and Consumption of Learning Objects) and Basic operations; Subcategories, Collaborative learning and addition, subtraction, multiplication and division. The instruments used were a semi-structured interview for third grade teachers, analyzing their perception of ICT in education, and a field diary applied in two stages, first, for a diagnostic analysis of preconceptions, weaknesses and strengths regarding the topic, and second, at the end, to analyze the impact of the MACOBA methodology. According to the study of the partial results of the instruments, it is observed that the students present deficiencies in the procedures of basic operations due to lack of practice, some do not have clear preconceptions or present problems of laterality; the teachers emphasize in the interview the importance of ICT and collaborative work applied to education. It is concluded that students show interest and understand the subject matter through playfulness and didactics in the application of the OVAS, due to the current situation some students are virtually and others face-to-face, therefore, the collaborative work of the MACOBA methodology is applied to students who attend school, those of virtuality, work individually, since the platform does not allow creating rooms to work in teams. It was evident that the MACOBA methodology does have an impact on the learning of basic operations, since it was observed that, with collaborative work, the central point of this methodology, students are more interested in their learning, they master the subject, deepening their understanding of the subject in a way that allows them to achieve significant learning results that they will apply in their subsequent grades and communicate with their peers. Thanks to the cooperation of the working groups, it is easier to analyze their strengths and weaknesses in relation to the topics covered, helping them to achieve the goals established and to demonstrate them in their daily lives.