El método singapur y su incidencia en la adquisición de aprendizajes significativos en el área de matemáticas

Abstract

The training of professionals in teaching, at present, must be linked in correspondence with the scientific and methodical advances in learning achieved, they not only have to demonstrate that they are able to adapt to society, but they must also use, with great mastery, the new methodological trends made available to them; for which they require learning techniques and tools of modern didactics, as well as knowledge of the theories and mathematical models that support them. Taking into account these advances and the need to achieve an efficient mathematical preparation in the formation of the children of the school "Ciudad de Machala" in which a group of investigations of innovative nature have been carried out; which are materialized in our proposal. One of the fundamental principles of this pedagogy is verbalization and the Singapore method invites dialogue, not only from the teacher to the student, but also from the students to each other (cooperation, work in groups or in pairs) and from the student to him/herself. The child is invited to put loudspeakers to his thinking. This favors meta-cognition (understanding a strategy and its effectiveness), an essential aspect of learning. In order to verbalize, it is necessary to overcome the fear of error and to free oneself from the fear that often exists towards mathematics. Error is natural and is part of the process. The Singapore method encourages a philosophy of valuing and motivating the student. This culture of verbalization and error is linked to problem solving. And it is from the resolution that all notions are addressed. In the most relevant results of the surveys directed to the students, it was shown that the didactic methods used by the teacher for teaching that stand out are the traditional ones. It was obtained that the degree of knowledge of the teachers is basic since the new methodologies are not implemented and they suggest our guide intervention to be able to learn about them. It was observed that they use mechanical methodologies and, to a lesser extent, repetitive and not very innovative methodologies that are not feasible for the level of motivation required by the students. In the most relevant results of the interview, it was verified that teachers make greater use of traditional methods to teach the thematic content of the subject. It was found that due to lack of training opportunities, they consider that they have an average knowledge of methodological strategies that are at the forefront of education. In addition, the teachers considered that the traditional methodology hinders the teaching of mathematics. Therefore, we conclude that current education is not implementing within its management new guidelines for the improvement of the academic performance of children and the institutional, since, with this innovative methodology, classes would remain routine and little dynamic, which would affect the significant learning of students, having difficulties in the understanding of the subject, as well as demotivation and lack of interest in the subject. Therefore, it is important to offer an innovative methodological guideline such as the use of the Singapore method at early ages.