Diseño, implementación y evaluación de una acción formativa en competencia matemática

Abstract

We make the design, implementation and evaluation of a formative action in a Centro de Educación Infantil y Primaria focused to the improvement of the mathematical skills, concretely the problem's resolution. We design an intervention program heading to basic components of the problem resolution, which are: translation (comprehension of the problem), integration (by identifying the important information and the sort of problem), planning and supervision of the solution (strategies and resolution) and the execution (by realizing the operations). We start from a quasi-experimental design, where the independent variable is the implementation, or not, of the program (experimental groups and control) and the dependent variable is the performance in the solving of problems, evaluated by a performance test (pretest and postest), based on the evaluation of the performance of previous components. The group experimental is composed by 20 students, while the control group of 19 students, both of 4th year of a CEIP of Orotava municipality (Tenerife). By an ANCOVA contrast we note the significant differences, in favor of the experimental group, in the basic components on the resolution of the evaluated problem. The results confirm the perception of the teacher regarding the acquired skills after the training activities, and their applications on related school tasks.