El método de polya para la resolución de problemas matemáticos, séptimo grado, Escuela General Manuel Serrano Renda, El Guabo, 2021-2022

Abstract

The present integrative project prior to obtaining a degree in Basic Education has been focused on gathering information about Polya's method for solving mathematical problems in students of the seventh grade of general basic education and represents a quantitative-qualitative study that, due to its purpose, is framed under an explanatory, descriptive and relational level. Thus, techniques such as observation, interview and survey were applied, which under their respective field instruments allowed gathering the necessary information based on the selected sample, which was represented by 6 teachers and 138 students. In general, the project is structured in three chapters. Chapter I is focused on the diagnosis of the object of study where, among other things, the central objective of the research work was to determine the incidence of Polya's method in the resolution of mathematical problems in the seventh grade of the General Manuel Serrano Renda General Basic Education School in the 2021-2022 school year. Thus, Polya's method was identified as an independent variable and mathematical problem solving as a dependent variable. Subsequently, bibliographic information was documented using scientific articles from indexed journals as the main source. In addition, in the aforementioned chapter, the research hypotheses are stated, an analysis of the context and the selection of the requirements matrix are carried out. Among the main findings, it is stated that the main difficulties that students have in solving mathematical problems are in the understanding of the problem and the choice of the operations or procedure to be performed, producing as consequences an erroneous resolution of mathematical problems and the presentation of poorly elaborated activities; In addition, it is added that regarding the application of Polya’s method in the sample, there is evidence of a lack of knowledge of the term and only a method of problem solving is applied that implies taking out the data, applying procedures and finding the solution, omitting fundamental steps such as taking a look back to verify an adequate resolution of the problem. In view of the results already described, a study guide for solving mathematical problems using Polya's method was designed as an approach to respond to the difficulties encountered by the students. It includes an explanation of Polya's method and how to use it to solve problems, examples of mathematical problems solved by this method and with seventh grade topics, and a self-evaluation instrument for learning. The whole section referring to the integrative proposal is framed in Chapter II. Chapter III shows how feasible it is to approach the implementation of the proposal from a technical, economic, social and legal point of view. Finally, it should be noted that the importance of Polya’s method lies in generating interest and motivation for mathematics, facilitating problem solving, the development of skills, abilities and logical reasoning. In this sense, the integrative proposal is correctly designed to solve the problem detected throughout the research process.