El proceso de enseñanza-aprendizaje de las matemáticas mediante el aprendizaje cooperativo con estudiantes de cuarto año de educación general básica

Abstract

The purpose of this degree project was to analyze the teaching-learning process in the area of Mathematics through Cooperative Learning (CL) with fourth-grade students. The problem that originated this research is that it has been evidenced that in an educational institution, the educational process of teaching Mathematics in the classrooms focused mainly on the individual work of the students. The methodology was qualitative with a descriptive scope and ethnographic method situated in fourth-grade classrooms. Likewise, in the fieldwork, interview techniques and observation were used, with interview guide and field diarie as resources for data collection. On the other hand, among the main results found during this analysis are: the main characteristics of CL in classrooms are mutual aid, respect for learning styles, and meaningful learning; the roles of the teacher in CL are partially fulfilled as a guide for group cohesion, facilitator for teamwork, and mediator to explain how CL should be used; the roles of the student as proposed by CL theory were hardly observed, as individual work was prioritized; the main strategies applied were individual projects, playful techniques, and dramatization for CL