Incidencia de los métodos lógicos y cognitivos en los procedimientos utilizados en la enseñanza de la matemática a los estudiantes del Primer Semestre de la Carrera de Ingeniería Zootécnica de la ESPOCH.

Abstract

The purpose of this work is to analyze the impact of logical and cognitive methods in the procedures used in teaching of mathematics to students in the first semester of Zootechnical Engineering, of the “Escuela Superior Politénica de Chimborazo”, for the purpose of having new methodological alternatives that positively affect the scope of shared learning. To meet this goal, we established a schedule of content, activities and evaluations related to the collected information through the methods: inductive, deductive and synthetic, specifically by means of techniques such as survey, interview, observation and testing. As the investigation was developed, qualitative and quantitative data considered critical, as the previous analysis indicated that the percentage of professors who apply master class as the only method of learning is about 55% in the opinion of students. Knowing that the methods used by teachers in their cathedra influence student performance. 52.38% have failed the class of mathematics in the period March – July 2013. In order to have various methodological alternatives a proposal is presented in the area of basic mathematics linking it to the institutional syllabus. As a result of the implementation of this proposal by using the individual work, master class, the virtual classroom, mentoring and evaluations within a group of 40 students we noticed an increase of 82.93% of students passed the subject in the period September 2013 – January 2014. After completing the analysis we would suggest professors use the logical a cognitive methods to avoid repetition of the students in the area of mathematics.