Abstract

VILLARROEL-SOLIS, José Martín  and  MAZO-BARRERA, Natalia María. The Box of Polynomials and the Traditional Method: Two Didactic Alternatives for Teaching the Multiplication and Division of Polynomials. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.47, pp.71-92. ISSN 0121-3814.  https://doi.org/10.17227/ted.num47-11481.

This paper is the synthesis of a research conducted in 2017 at I. E Maria Cano of the city of Medellin, which aim was to compare the level of learning that reached the students of the eighth degree when studying multiplication and division of polynomials under the principals of two didactic strategies: 1. Box of polynomials based on the theory of David Ausubel; 2. The traditional method, which is based on the processes of Explaining - exemplify -exercise, henceforth (EEE). Four eighth grade groups were taken. In two of them we worked with the polynomial box teaching strategy, basing the work on the cognitive theory proposed by David Ausubel called significant learning, and in the remaining two we worked with the eee strategy. Finally, the results were checked qualitatively and quantitatively. The results show that the average scores of the groups do not vary with respect to the historical averages; that the difference between averages is relatively small and that although the notes do not show improvement, the dispersion is significantly reduced. It is concluded that the use of teaching material in classrooms does not guarantee that students reach the learning objective, but positively influences relevant aspects in the teaching-learning process, such as: organization, interest and motivation for knowledge, active participation, interaction, among others.

Keywords : meaningful learning; box of polinomyals; polinomyal multiplication and division.

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