A didactic alternative based on indicator systems with an algorithmic nature in the teaching-learning process of mathematics

Abstract

Mathematical learning must have instructive, developmental, and educational functions, guaranteeing a scientific perception of the world, strengthening heuristic and metacognitive aspects, providing standards of conduct, beliefs, values, and attitudes in accordance with the reality of our society. The objective of this work is to design a didactic alternative for the improvement of mathematics learning based on algorithmic indicator systems. The study adopted the quasi-experimental design of pretest, posttest, and control group. The sample for the study consisted of 26 first-year high school students belonging to two predetermined groups, which made up the experimental and control groups, respectively. One of these experimental groups was exposed to a didactic alternative using an algorithmic indicator system, While the other group was not exposed to this teaching alternative. Instruments were developed for the pre- and post-tests; these were multiple-choice questionnaires. Descriptive statistics with the independent t-test were used for tabulation, analyzing whether significant differences were found. The implementation of this teaching alternative proved to be more effective than traditional teaching in the teaching-learning process of mathematics. While it is true that several teaching alternatives can be used in teaching mathematics, a teaching alternative based on algorithmic indicator systems allows students to understand how to solve problems using basic algebraic operations.