Design and application of teaching sequences to strengthen the learning of whole numbers and basic operations: sum and multiplication in seventh grade students of the Juan Pablo I Educational Institution

Abstract

The whole numbers are immersed in reality, because they represent everyday situations such as subzero temperatures, debts, depths, losses, years of events or historical stages, altitudes, among others; therefore, the need to conduct research was detected, where the general objective was: To implement didactic sequences based on the theory of meaningful learning, which strengthens the learning of whole numbers and basic operations: addition and multiplication in seventh grade students of the Juan Pablo I Educational Institution. In this pedagogical proposal the construction of knowledge was carried out by the students in a group and individual way, applying strategies of playful mathematics and approaches of problem situations of the daily context. The research had a qualitative research approach and type Action Research, since it sought to improve practices in the education system, with research actions generating a constant reflection of the research problem. The pedagogical proposal alluded to a didactic Sequence, composed of four didactic situations, likewise based on the theory of significant learning of David Ausubel. Activities sequenced in complexity were described as follows: opening activity, development activities and evaluation or closing activity. When finalizing through direct observation, the results of the final or evaluative test and the opinions described by the students it was possible to conclude that the use of innovative strategies such as the didactic sequence, managed to motivate students to construct concepts and their representations, promoting this way significant learning.