Program Fostering Problem-Based Learning to Improve Mathematical Performance
DOI:
https://doi.org/10.37843/rted.v17i2.567
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Abstract
Problem-based learning (PBL) has a positive influence on the generation of dynamic learning in the area of ??mathematics. The objective was to determine the influence of the program. We promote problem-based learning to improve mathematical performance in primary school students (5th and 6th). The research was based on the positivist paradigm, quantitative approach, applying the hypothetical-deductive method, experimental design, quasi-experimental type, and longitudinal cut. There was a sample of 200 students. The TIMSS questionnaire (Revised Version) was used in two moments, Pre-Test and Post-Test, consisting of 18 items divided into Attitude towards mathematics, mathematical anxiety, and self-efficacy in mathematics. The results obtained through the Mann-Whitney U showed a significant influence of problem-based learning on mathematical performance (sig. 0.000 <0.05); likewise, the direct effect on the dimensions of mathematical performance was confirmed. Therefore, it is pertinent to strengthen affective mathematical literacy, participatory learning, playful mathematics, and self-regulation of operational skills. These strategies have proven effective in reducing levels of mathematical aversion and anxiety in schoolchildren. In this way, entrepreneurial skills and scientific skills will be strengthened. Likewise, satisfactory levels of achievement will be obtained according to the current curriculum. It was concluded that teachers must be motivated to carry out coherent, contextualized, and useful programming that allows a natural way of learning and understanding mathematical knowledge to benefit students.
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