Estrategias que utilizan los docentes para el desarrollo del pensamiento lógico-matemático en los estudiantes universitarios
| Main Authors: | Arriaga Valderrama, Eduin, Arriaga Rincón, Edwin, Arriaga Rincón, Saray |
|---|---|
| Format: | Journal PeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
Innova Scientific
, 2020
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| Subjects: | |
| Online Access: |
http://eprints.rclis.org/43141/1/5.%20Estrategias.pdf http://eprints.rclis.org/43141/ |
Daftar Isi:
- Logical thinking allows students to solve problems, both at the educational, work and social levels, and is therefore essential for personal development. In that sense, teachers have focused on implementing strategies that allow them to develop this type of thinking. Based on this, this research had the objective of formulating strategies for the development of logical-mathematical thinking in students of Engineering and Technology at Unermb. The research was of a descriptive type, with a quantitative approach and non-experimental design. The population was constituted by 1130 students of the Engineering and Technology program (PIT) of Unermb, headquarters of Puertos de Altagracia, and the sample was conformed by 137 students that conform the project of Gas Engineering. Regarding the technique and instruments of data collection, the survey and the questionnaire were used, respectively, with response categories in the Likert scale. It was evidenced that the students present apathy, little sense of participation and transformation to the DPLM, due to the scarce strategies applied by the teachers, where the teaching methods are mechanistic and traditional, this from the fact that the teachers are not involved in the human part of the students, because they are dedicated to dictate and develop exercises without taking into account the student. Finally, it was concluded that the alternative solution is to establish teaching strategies for DPLM in students, in order to train professionals, through a constructivist pedagogical current supported by liberating and critical pedagogy.