Impact of the socio-constructivist approach for the acquisition of mathematical competence in third and fifth grade elementary students

Abstract

The process of construction of competencies and specifically of mathematical competencies in the rural area requires a great deal of effort both for the student and for the teacher due to the many characteristics of the context, the interest in promoting the learning of mathematics in students of new schools. The fundamental objective of the research is to understand the impact of a socio-constructivist approach on the acquisition of mathematical competencies in third and fifth grades of primary school in multigrade groups in the rural sector.

For the development of the objectives, we resorted to the qualitative methodology of educational action research that allowed students to explore their educational conditions in the search and consolidation of their learning process. With the design and application of the proposal, it was observed that a modification in the process can significantly increase the acceptance of mathematics, given that it is largely rejected by the majority of students; in the same way, it can be established that students recognize the relevance of companionship, and specify this essential part in the learning process, as well as the importance of the social context to motivate learning. In general, it is necessary to argue that the field work carried out allowed for an enriching experience and the achievement of positive evidence of the socioconstructivist model within the rural multigrade school.