Teaching strategies for teaching mathematics, a change from significant learning

Abstract

This research is born from a weakness detected in students of Technical Secondary Education, which present low performance in the area of mathematical training, the general purpose of the research is to describe didactic strategies that promote a transformative praxis in the teaching of mathematics from the perspective of meaningful learning. Epistemologically, the study is based on the Evolution of the Didactics of Mathematics by Contreras (2012), the Teaching Learning process of Yánez (2016). The paradigm used is qualitative under the research method, action, participatory. The methodological journey was developed in stages: diagnosis, planning, execution and evaluation according to Lewin cited in Kemmis and Mactaggart(1992).The transformative action was based on action plans, following a cycle that allowed for constant action-reflection-action among participants to achieve results through five transformative actions at the Monseñor Estanislao Carrillo Technical School located in the municipality of San Rafael de Carvajal, Trujillo state. The results represent the experiences of teachers, students, parents, guardians, and those responsible for the transformative actions, and the changes generated in the students were estimated. These consisted of combining mathematics with human cultural life, recycling and its connection to mathematics, medicinal plants and their relationship with mathematics, mathematics is learned through play, highlighting that the integration of knowledge is fundamental in any area of knowledge, including mathematics.