La resolución de problemas e-Cooperativo como estrategia para el aprendizaje de las matemáticas durante la pandemia de la COVID-19

Resumen

El objetivo del artículo es presentar los beneficios del aprendizaje cooperativo en matemáticas en condiciones de enseñanza a distancia durante la pandemia de la COVID-19. En estudios longitudinales, seis profesores de matemáticas formaron una red colaborativa y desarrollaron escenarios para tres proyectos que pudieran ser implementados por los estudiantes en una plataforma educativa. Durante su implementación, de ocho semanas, se han seguido los principios del aprendizaje cooperativo, utilizando las implicaciones metódicas de la teoría de la autodeterminación (TED). Entre los estudiantes (N = 104) de cinco sextos grados de la escuela primaria, las mediciones de habilidades socioemocionales se llevaron a cabo mediante el cuestionario de Clima de Aprendizaje a Distancia (DLC-21). Los estudiantes han mostrado un alto nivel de rendimiento matemático (84,8%), el aumento significativo de la afinidad con el grupo y la disminución significativa de la sensación de miedo situacional. Los resultados también indican un alto nivel de sentido de competencia y satisfacción de los estudiantes asociado con la implementación de proyectos matemáticos.
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