Metodología activa para el aprendizaje situado del bloque curricular probabilidad y estadística en la asignatura matemática del tercer año de bachillerato en la Unidad Educativa Riobamba, año lectivo 2014- 2015.

Abstract

The aim was to detennine if the use of active methodology in creases the level of learning located in the curricular block probability and statistics in the mathematics subject of the third year of high school in the Riobamba Educational Unit, academic year 2014-2015. For some mathematicians, the essence ofMathematics is in its beauty and intellectuality. For teachers, it is valued for its applications in practical life. It was known that in the academic year 2013-2014 the methodology used in mathematics classes responded to traditional criteria and the probability and statistical learning of the third year of high school were limited 01' null. The methodology responded to the quasi experimental design, we worked with intact groups not randomly chosen. The population was 370 students and sample 189. Two groups were selected statistically homogeneous, two complete parallels by operative situations. The first one of experiments was applied active methodology, while the second one of control worked in a traditional way. Afier the management of classroom learning, the results and discussion show that initially the groups are statistically homogeneous and then a higher level of leaming is obtained with the group that used active methodology. It is concluded that the use of active methodology for the Leanings of the curricular block probably in the pennanent test of new methodologies and the research of the same teachers to prove that they are correct or must abandon their use for lack of satisfactory results and evident in the leaming.