Innovación pedagógica en el proceso de enseñanza-aprendizaje de matemáticas para estudiantes de bachillerato general unificado considerando tecnologías de información y comunicación
DOI:
https://doi.org/10.18779/ingenio.v7i2.807Palabras clave:
proceso de enseñanza-aprendizaje, niveles de instrucción, enseñanza secundaria, matemáticasResumen
Las TIC como herramientas de integración educativa han permitido el desarrollo de estrategias en áreas como las matemáticas, mejorando el proceso pedagógico de las concepciones, maximizando la calidad de los recursos y fortaleciendo el aprendizaje. A partir de la combinación de estrategias didácticas con actividades pedagógicas preinstruccionales o dirigidas, es fundamental desarrollar estructuras evaluativas que garanticen la plena implementación de las concepciones instruccionales. El propósito de esta investigación es establecer una estrategia de innovación pedagógica para mejorar el proceso de enseñanza-aprendizaje de las matemáticas en estudiantes de bachillerato general unificado considerando las tecnologías de la información y la comunicación. Se desarrolla una metodología de investigación empírico-analítica cuantitativa. Se llevan a cabo dos fases. En la primera fase, se realiza una revisión de la literatura relevante. En la segunda fase, se aplica la técnica de la encuesta a un grupo de cincuenta profesores de secundaria. Se determina el impacto de la innovación pedagógica en el proceso de enseñanza-aprendizaje de las matemáticas de bachillerato a partir de su labor educativa. Las estrategias de innovación pedagógica encontradas para optimizar el proceso de enseñanza-aprendizaje de las matemáticas considerando las TIC se adoptan según la clasificación de preinstruccionales, instruccionales y postinstruccionales. El uso de estrategias pedagógicas en las tres etapas preinstruccional, coinstruccional y postinstruccional en las diferentes áreas del conocimiento permiten aplicar formas de innovación con el apoyo de las TIC.
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